Setting
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The University of Michigan-Ann Arbor offers an interdisciplinary course titled “Introduction to Global Change I: Physical Processes (UC 110),” which is part of its Global Change Program This program includes three team-taught courses that explore global change from both physical and human perspectives, aimed at first and second-year students These courses provide insights into the historical and contemporary aspects of global change and are integral to the newly-approved 17-credit Global Change minor at the university For a brief overview of the Global Change I course activities, please refer to the Introduction.
GC minor is open to all students except those minoring in Biology or the Residential College’s Environmental Studies 2
The Global Change I, II and III courses evolved through a grass-roots effort involving mostly senior faculty from five U of M schools and colleges (most notably the School of Natural
The Earth Systems Science Education (ESSE) program, funded by NASA, collaborates with various departments, including Biology, Atmospheric, Oceanic, and Space Sciences, and Geological Sciences, alongside the Space Physics Research Laboratory This national network of faculty focuses on integrating resources and environmental studies to enhance educational outreach and research in Earth systems.
The Global Change Program has recently achieved institutionalization, overcoming previous challenges related to funding and staffing due to its lack of a departmental home at the University This development has enabled the program to secure significant support from the University, including a dedicated line item in the provost's budget for an initial three years and a 100% match on external funding from the W and F Hewlett Foundation Additionally, the institutional support includes summer salary provisions for long-term faculty recruitment and teaching compensation, alleviating the overload previously experienced by faculty involved in the program.
Since the winter of 1999, when we initiated our research for this case study, the University of Michigan has approved a three-course Global Change sequence as the foundation of a minor Ben van der Pluijm, a geology professor and director of the Global Change Program, refers to this minor as a “front-loaded” degree program, designed to provide students with essential knowledge early in their academic journey.
1 Of note, UC110 is cross-listed as AOSS 171, BIOL 110, GEO 171, NRE 110.
The Global Change minor requires students to complete the GC-I, II, and III courses, along with two electives selected from a diverse range of 25 courses available in Atmospheric, Oceanic and Space Sciences, Biology, Geology, and the School of Natural Resources and Environment This program allows students to fulfill some liberal arts requirements through an integrated approach that combines natural and social sciences As of Spring 2001, the minor had over 30 enrolled students, highlighting its growing popularity.
The Global Change faculty aims to deliver a collaborative course that effectively integrates diverse materials They prioritize strong interaction through weekly meetings with Graduate Student Instructors (GSIs), bi-weekly team discussions, and attendance at each other's lectures, alongside participating in summer workshops To ensure consistency, they have adopted a unified format for presenting content, developed comprehensive web notes, and created engaging hands-on experiences for students.
In January 1999, when we studied their efforts, these instructors included:
Dr Ben van der Pluijm, geology professor, College of Literature,
Since 1985, Ben has been a faculty member at the University of Michigan, specializing in the study of mineral and rock deformation His research team utilizes advanced laboratory facilities to investigate deformation processes in various global regions While some of their projects address pressing societal issues, Ben emphasizes the importance of curiosity-driven research in advancing scientific knowledge.
His professional efforts involve significant editorial duties, whereas his educational interests focus on science education to undergraduates.
Tim Killeen is a professor of Atmospheric, Oceanic, and Space Sciences at the College of Literature, Science and the Arts and serves as the director of the National Center for Atmospheric Research (NCAR) in Boulder, Colorado He is also a Senior Scientist at NCAR's High Altitude Observatory Before assuming his current role in July 2000, Dr Killeen was a faculty member at the University of Michigan (UM), where he taught various undergraduate and graduate courses Additionally, he held the position of Associate Vice-President for Research at UM, focusing on integrating undergraduate research and education across multiple disciplines Dr Killeen directed the UM Global Change course sequence from 1993 until he left the university.
Dave Allan, professor, School of Natural Resources and Environment.
Dr Allan received his B Sc (1966) from the University of British
Columbia, Vancouver, Canada, and his Ph.D (1971) from the
University of Michigan He served on the Zoology faculty of the
University of Maryland until 1990, when he moved to the University of
Michigan where he currently is Professor in the School of Natural
Dr Allan is an expert in river ecology and conservation, focusing on the impact of land use changes on rivers and watersheds across North and South America His research involves collaboration with professionals from various disciplines to better understand these environmental dynamics.
Dr George Kling is a biology professor at the College of Literature, Science, and the Arts, with a Ph.D from Duke University, obtained in 1988 His research focuses on the aquatic ecology of lakes in Africa and arctic environments, stemming from his postdoctoral work at the Marine Biological Lab in Woods Hole Dr Kling investigates the cycling of key elements like carbon, nitrogen, and phosphorus to address critical environmental issues, including acid rain, eutrophication, species introductions, and climate change His overarching goal is to enhance the understanding of ecosystem functions and effectively communicate these insights to students and the broader public.
Lisa Curran, Assistant Professor, School of Natural Resources and
Environment Dr Curran received her BA in Anthropology from
Harvard University and her Ph.D in Ecology and Evolutionary Biology from Princeton University Her professional experience includes over
15 years of interdisciplinary problem-solving and consultancies in South and Southeast Asia working for US Agency for International
Dr Curran is an Associate Professor at the Yale School of Forestry and Environmental Studies, with a focus on ecology, land use, resource economics, and forestry policies aimed at conserving bio-cultural diversity, particularly in Indonesia Her interdisciplinary research and teaching experience spans various prestigious institutions, including the University of Michigan, where she held a faculty position in the School of Natural Resources & Environment, the Department of Biology, and the Center for Southeast Asian Studies She collaborates with organizations such as the World Bank, Asian Development Bank, and UNESCO-MAB, as well as numerous international and regional non-governmental conservation groups.
Patrick Livingood, graduate student instructor, School of Natural Resources and Environment
Patrick is a Ph.D student in anthropological archaeology He has a B.S. in Computer Science and a B.A in anthropology His primary research focus is on the prehistory of southeastern North America
Archaeologists adopt an interdisciplinary approach, integrating physical science techniques to gather data, which they analyze through the lens of social science They also leverage GIS and computer simulations in their research, demonstrating familiarity with both the tools and objectives of their field.
David Halsing, graduate student instructor, School of Natural Resources and Environment
Dave holds a Bachelor's Degree in Human Biology from Stanford University and is currently pursuing a Master's of Science in Resource Policy and Management at the University of Michigan His studies focus on integrated approaches to natural resource issues, encompassing science, economics, risk management, and optimization Additionally, he has several years of experience as an on-site trainer for computerized medical technology systems, which greatly benefited his work with Global Change students.
Problems Motivating U of M Faculty to Develop the Global Change Course
Students are “running away” from science because it is not seen in a relevant context
Students have a fear of science.
Academic community has overlooked global change issues for too long
Students do not see technology as an educational tool.
Faculty at the University of Michigan recognized the need for a more relevant context in science education, leading to the development of the Global Change course Professors like Ben van der Pluijm emphasized that teaching science through isolated experiments and formulas often alienates students, causing frustration and a lasting aversion to the subject Tim Killeen noted that this disconnect can result in students feeling overwhelmed by complex math and lab work, ultimately leading to a fear of science George Kling pointed out that many students mistakenly view science as merely a collection of abstract concepts To address this issue, the faculty aimed to integrate global change—a topic previously overlooked—into the curriculum, providing a more meaningful framework for science instruction.
Lisa Curran, a professor at the School of Natural Resources and Environment, highlighted that while today's students are generally tech-savvy, they often underestimate technology's potential as a powerful educational tool.
Learning Goals the U of M Faculty Seek to Achieve
Creating the Learning Environment
The faculty at the University of Minnesota (U of M) Global Change are increasingly transforming their courses into effective learning environments These educators can be described as bricoleurs, as they concentrate on their specific challenges and objectives while creatively sourcing and integrating various resources to achieve their goals This innovative approach allows for a deeper examination of global issues.
Transforming the learning environment is essential, as it connects the challenges faced by faculty bricoleurs with their efforts to develop alternative educational settings These innovative approaches aim to enhance student learning outcomes and effectively tackle the issues they encounter.
The U of M Global Change faculty employs teaching principles that foster collaborative learning environments, enabling learners to support one another while utilizing diverse tools and resources to achieve their educational objectives and solve problems (Wilson 1995) This approach aligns with the concept of a "bricoleur," a French term for a resourceful individual who skillfully identifies and combines available resources to create meaningful outcomes.
The faculty members emphasize that effective learning occurs when students engage in their own investigations and critical thinking, rather than when teachers assume the role of authority figures Graduate student instructors Dave Halsing and Patrick Livingood illustrated this approach through an activity on ozone depletion, where students analyze real-world data on CFC production and manipulate percentage reductions to maintain ozone levels This hands-on method encourages active participation, contrasting sharply with a more passive lecture-based approach.
To effectively lower skin cancer rates, a significant reduction of 99.5% in ozone levels is necessary However, without context, such a statistic may be quickly forgotten and deemed meaningless by students.
The bricoleurs emphasize the importance of interdisciplinary teaching to facilitate diverse learning experiences Tim Killeen, a professor of Atmospheric, Oceanic and Space Sciences and current director of the National Center for Atmospheric Research, highlights that comprehending global change requires a broad range of perspectives rather than isolated viewpoints, as it involves complex issues and multifaceted challenges.
The University of Michigan faculty has integrated interdisciplinarity into all Global Change learning activities, both computer-dependent and independent, to help students navigate complex topics Students engage with geographic modeling programs that incorporate social and scientific variables, while lectures feature guest professors from diverse fields such as economics and geology According to Lisa Curran, a professor in the School of Natural Resources and Environment, student interests range widely from community development to international policy David Halsing, a Graduate Student Instructor, emphasizes the importance of fostering critical thinking rather than simply providing answers, guiding students to explore and set their own goals during both discussions and computer-based work.
In the field of education, it's crucial to guide students in analyzing data rather than merely presenting it to them, encouraging responsible interpretation and critical thinking Lisa Curran, a professor at the School of Natural Resources and Environment, observes diverse career aspirations among her students, ranging from community development to international policy Notably, she highlights an increasing representation of minorities, including African American males, in public policy programs, which traditionally lacked diversity in science courses.
The University of Minnesota faculty engage students in running computer-based STELLA models as part of their diverse teaching strategies, fostering an effective learning environment These educational activities are categorized into three distinct groups.
Computer-dependent activities are essential tasks that rely on computers for execution, making them either impossible or impractical without this technology In the University of Michigan's Global Change course, students engage in laboratory work that exemplifies these activities.
conduct hands-on analysis with real-world data and geographic information models
research and critically assess an array of global change issues using on-line literature and data
Computer-enhanced activities are those that educators believe can be improved with technology, yet can still be effectively executed without it This course incorporates web-based lecture notes, basic animations, and various tools that present information in a consistent format, aiding students in managing the volume of content they encounter.
Computer-independent activities—that is, activities that do not involve the use of computers, include:
Computer-dependent Learning Activities
The U of M faculty employ two learning activities in ways that would not be possible without computers These activities are:
The practical use of real-world data is enhanced through dynamic modeling tools such as STELLA and geographic information systems like ArcView These programs facilitate comprehensive analysis and visualization, enabling users to effectively interpret complex datasets.
This software allows students to extract global change information from data banks (for example, from the World Resources Institute, using the Internet), and, using this data, to
“model global change phenomena and understand the human consequences of environmental change.” * Dave Allan, Professor of Natural Resources and the
The STELLA program, as highlighted by Environment, fosters critical thinking about dynamic processes, while GIS software enhances the understanding of global patterns According to biology professor George Kling, these interactive tools enable students to explore the interconnected factors influencing global change in a computer-enhanced environmental “test tube.” This research provides students with essential training in managing the overwhelming influx of information, a crucial skill for evaluating future global change policies.
Global Change students engage in research and critical evaluation of various global change issues by utilizing online literature and data Following this analysis, they develop their own websites focused on environmental topics, which enhances their understanding and skills The curriculum integrates programs such as STELLA and ArcView 3.0 GIS, enriching the educational experience in environmental studies.
STELLA is a dynamic modeling software that enables students to visually construct and manage models by defining stocks and flows, allowing them to analyze relationships and project changes over time This program serves as a valuable introduction to using computers for modeling real-world issues, particularly in understanding global change Dynamic models, such as those created with STELLA, are essential for predicting the effects of environmental changes on the Earth's future, as they form the basis of scientific predictions regarding ecological impacts.
Foundation program on Institution-Wide Reform of Undergraduate Education in Science, Mathematics,
ArcView 3.0 GIS, developed by Environmental Systems Research Institute, Inc., is a robust computer mapping system that enables users to analyze spatial data effectively This geographic information system combines traditional database operations with advanced visualization and geographic analysis techniques GIS specialists frequently utilize ArcView for various applications, including traffic planning, natural resource management, land zoning, and utility maintenance Additionally, its powerful visual and analytical features make ArcView a valuable pedagogical tool in educational settings.
The "Undergraduate Curriculum Development Testbed" is a project supported by the National Science Foundation aimed at reforming undergraduate education across Science, Mathematics, Engineering, and Technology disciplines For more information, visit [the project page](http://www-personal.umich.edu/~dey/ucdt/plan.html).
George Kling, a professor of Biology, emphasizes the significance of computer-based laboratories in understanding environmental changes, stating, “We can't change the CO2 concentration in the world in an experiment We can only do it with models.” He believes this approach represents a crucial advancement in information technology and serves as one of the most vital research tools available Additionally, it helps manage the overwhelming amount of information online and enhances users' ability to assess the credibility of digital content by illustrating how easily information can be published on the World Wide Web.
The U of M instructors explained that having students use computer-dependent learning activities like STELLA models and ArcView geographic information systems enable students to:
engage in hands-on application of real-world data analysis * , a process that is crucial if students are to understand global change issues in a meaningful way
focus more on learning concepts rather than on doing calculations; and
receive training in the use of tech-enhanced research tools
They described three advantages of having students use technology to collect and analyze data:
It helps students develop a better understanding of how different phenomena are related (for example, CFC emissions and skin cancer rates) because they investigate the relationship in a hands-on fashion.
By alleviating the cognitive overload associated with technical calculations and graphing, students can concentrate more effectively on understanding deeper concepts.
They gain first-hand knowledge of the tools used to achieve this understanding
Graduate student instructors Patrick Livingood and Dave Halsing highlight a lab that effectively demonstrates the benefits of technology in education In this lab, students engaged in a real-world model analyzing the reduction of CFC emissions, which enabled them to calculate the necessary reduction to maintain an acceptable death rate This hands-on approach provided a deeper understanding of the subject matter, far surpassing the impact of merely hearing statistics in a lecture Additionally, the technology facilitated mathematical and graphing tasks, allowing students to focus on the conceptual aspects of the exercise.
Dave Halsing emphasizes the importance of real-world data on CFC production and ozone depletion, illustrating how adjustments in percentage reductions impact ozone levels By modeling various reduction scenarios, he demonstrates that initial targets like 50%, 75%, and even 90% are insufficient to maintain ozone at safe levels Ultimately, a drastic 99.5% reduction is necessary to keep skin cancer rates within acceptable limits This exercise highlights the critical distinction between emission-based standards and health rate standards.
* Students access this data from a CD-ROM (which is copied onto a server) provided by the World Resources Institute They are also increasingly accessing data from the Internet.
The concept of emission-based standards resonated with students, particularly freshmen and sophomores who had not previously considered how policies are formulated By framing the issue in terms of allowable emissions, such as the tonnage of CFCs, students were confronted with the stark reality that an acceptable level of skin cancer deaths in the U.S could reach three hundred thousand annually This perspective shift made the issue more impactful and memorable, contrasting sharply with a mere statistic like a 99.5% reduction in ozone, which would likely be forgotten shortly after being presented.
Jean-Pierre (interviewer): When you say, “seeing the results,” what are they seeing ?
Dave Halsing highlights the advantages of technology in analyzing skin cancer statistics, allowing users to input values and visualize yearly cases through graphs This capability enables users to easily identify the persistent issue of high mortality rates and adjust percentages accordingly Without such technological tools, the process would be significantly more difficult, requiring extensive time for manual calculations and graph creation, especially if the students lack the necessary mathematical skills.
See Discussion B for a faculty discussion of computer-dependent learning activities.
On their part, the students we interviewed explained that these computer-based activities helped them understand global change systems better by:
1 helping them visualize a working picture of global change processes
4 helping them develop information management skills
For example, Sally and Amy, Global Change Students, told us that by using STELLA, they got a
“working picture” of geographical and chemical processes that is superior to a static representation of those same processes STELLA, they explained, animates the complex
“connections” and “interactions” upon which their understanding of global change issues hinges.
Amy explains that STELLA provides a visual representation of how various systems interact, creating a working model that generates graphs This tool significantly enhanced her understanding of the interconnections between different chemical and elemental systems, such as the carbon cycle, leading to a deeper comprehension after the lab experience.
Sally emphasized that without technology, the interactions in the lab would have remained unclear and difficult to comprehend.
See Discussion C for a student discussion of computer-dependent learning activities.
Computer-improved and Computer-independent Activities
Group work
At the University of Michigan, Global Change instructors emphasize the importance of group work in both computer-dependent and independent activities Students report that while collaboration is encouraged during lectures and discussions, it is essential in computer labs, where it enhances technical and non-technical skills through the use of modeling software This collaborative approach not only fosters independent learning but also provides diverse perspectives on global change issues One student highlighted the value of peer explanations, noting that they often clarified concepts more effectively than the professor or graduate student instructor, reducing the need for additional questions.
Amy, a Global Change student, highlighted the significance of group work in their interdisciplinary course, noting that students from diverse academic backgrounds—ranging from pre-dentistry to music—collaborate to enrich the learning experience She emphasized that the aim of group projects is to harness a variety of perspectives rather than just working with peers from similar majors Sally added that the relaxed lecture environment fosters open dialogue, allowing students to share their insights and explanations, which often resonate better than traditional teaching methods Amy further noted that her lab group included students from various schools, including Literature, Science, Arts, Engineering, and pre-med programs, underscoring the course's interdisciplinary nature and the value of diverse viewpoints in enhancing class discussions.
At the University of Michigan, faculty utilize group work in computer labs to provide all students with equal opportunities to engage in different aspects of activities For instance, during group projects involving geographic modeling programs, some students prefer focusing on research, while others excel in managing technical components Students report that instructors and Graduate Student Instructors (GSIs) encourage them to divide these responsibilities among the group.
Lecture
The collaborative activities discussed align with the teaching principle that emphasizes transferring the primary responsibility for learning from instructors to students In contrast, traditional lectures do not fully support this principle Nevertheless, faculty members express a desire to enhance their lecture approach to better engage students in the learning process.
“discussive framework,” suggesting that they are considering ways to proceed with the ambitious attempt to consistently implement active learning strategies in the large lecture courses
The University of Michigan has enhanced traditional lectures by offering online supplements that facilitate a "computer-improved" learning experience The Global Change homepage (http://www.globalchange.umich.edu) features online lecture summaries and links to relevant websites for each lecture topic According to Eric Dey, a professor in the School of Education and a member of the U of M Center for the Study of Higher and Postsecondary Education, this approach enriches the educational experience for students.
“exact same web material in the lecture that shows up on the web page” they are creating a much
Students have expressed that the organization of the course could be improved, noting that during computer lab sessions, collaboration often falls short As Beth, a Global Change student, pointed out, students frequently divide tasks, with one focusing on web development and another on research This practice is discouraged by Graduate Student Instructors (GSIs), who are actively encouraging teamwork to ensure that all students gain equal knowledge in both web development and research.
Sally, Global Change student: “After a little while you learn who's more likely to know what, so you turn to them for different things.”
The Global Change website highlights the rapid urbanization of the world's population, noting that in 1950, under 30% lived in cities, a figure projected to surpass 60% by 2025 as individuals seek improved living conditions for their families Eric Dey emphasizes that faculty utilize the same material in lectures as is available on the website, providing students with dual access to well-organized content, enhancing the overall course experience.
Jean-Pierre (interviewer): “But is ‘more smoothly run’ equivalent to more passive?”
Eric believes that the issue at hand is primarily one of organization rather than a rejection of new technologies in the classroom He suggests that students value the integration of these technologies, as they provide a dynamic alternative to traditional textbooks This approach not only enhances the lecture material but also encourages students to explore deeper questions, fostering a more engaging learning experience.
See Discussion D to read a faculty and student discussion of Global Change lectures.
Homework
At the University of Minnesota, faculty utilize homework to promote active learning, as demonstrated by two students who engaged in assignments analyzing the global change phenomenon of oxygen reduction They calculated the potential effects of rainforest deforestation on global oxygen levels and were surprised to discover that the impact would be minimal, contrary to popular media narratives This realization deepened their understanding of the importance of science in public policy, an insight they might not have achieved without independently working through the material As one Global Change student noted, the lecture content was often dense, highlighting the value of hands-on learning experiences.
The availability of extensive online resources, including daily-updated lecture notes and links to related scientific websites, significantly enhances the learning experience for Global Change students These digital materials serve as an up-to-date alternative to traditional textbooks, allowing students to explore topics interactively and delve deeper into their inquiries For instance, when discussing the detrimental effects of rainforest deforestation, students recognize the critical importance of oxygen loss as a key concern.
Beth: “And you would think, because there are so many tropical rainforests, that if you cut them all down, you would lose a large percentage of the oxygen [supply].”
Amy: “That’s what we’re told That's the media representation.”
Beth: “But when we actually calculated it, it was such a small percentage.”
Amy: “We thought we did it wrong.”
Beth: “People were emailing their GSIs, ‘What am I doing wrong? What's going on here? This isn't right.’ When
I was initially confused and felt that something was wrong despite entering the correct numbers The instructor questioned my doubt, pointing out that if the calculations yielded a certain result, there was no reason to believe I was incorrect.
In a recent class discussion, Amy expressed her confusion regarding the significance of certain scientific concepts, particularly in chemistry She recalled a moment when the instructor emphasized that while the topic was important, the potential loss of oxygen wasn't the main concern Amy admitted her struggle with understanding the formulas, as she lacked a background in chemistry from high school and was unfamiliar with fundamental terms like "mole." This left her feeling disconnected and indifferent towards the subject matter.
Beth: “I felt like I had returned to sophomore year, and I thought, ‘I don't know what this stuff means anymore
How am I supposed to use it?’”
In a recent assignment, Amy expressed her skepticism about the significance of rainforest loss, stating, “These numbers seem pretty small… so I think that the loss of the rainforests wouldn't be a big deal.” She emphasized the need to focus more on species extinction and potential medical impacts Her insightful perspective earned her almost full credit, highlighting the importance of context when interpreting numerical data.
Outcomes
The faculty who developed and continue to sustain the U of M Global Change I and II (UC110 and UC111) courses participated in the Undergraduate Curriculum Development Testbed
The University of Michigan's UCDT initiative aims to implement an interdisciplinary curriculum while gathering data on the teaching environment This project is supported by the university's central administration and funding from the National Science Foundation's Institution-wide Reform program.
The Undergraduate Education program, established in 1997, initiated its first project by forming an evaluation team that collaborated with the Global Change core faculty This team, led by Eric Dey, a professor at the University of Michigan’s School of Education, aimed to create a formative evaluation plan to provide valuable feedback for faculty to enhance their courses during the development process.
The Dey evaluation team worked with the Global Change core faculty to define student outcomes, which informed their evaluation efforts They collected comprehensive data on students' backgrounds, including their status as science or non-science majors, science preparation, pre-college experiences, course expectations, behaviors, and attitudes This data was gathered through various methods such as surveys, cognitive assessments, web-based evaluations, interviews, in-class observations, focus groups, Early Student Feedback, and classroom assessment techniques established by Cross and Angelo (1993) For more detailed information on the evaluation data collected, refer to Resource C.
Tim Killeen, former director of the Global Change Project and current director of the National Center for Atmospheric Research, emphasized the crucial role of Eric Dey and his team at UCDT in the success of the Global Change initiative He noted that Eric's insightful feedback significantly aided faculty in various aspects, including the timely introduction of new materials, integration of crosscutting themes, smooth transitions between professors, and optimal lab class sizes Killeen highlighted that the enhancements in course organization stemming from the evaluation process contributed to Global Change becoming one of the most esteemed introductory science courses on campus, as reflected in student evaluations, high enrollment numbers, and growing interest in the Global Change Minor.
In "Classroom Assessment Techniques," Angelo (1993) highlights the positive impact of evaluation on course improvement He notes that interdisciplinary science courses at his institution, particularly introductory classes with over a hundred students, consistently receive high student ratings, with his course achieving an 'A' and astronomy following closely with an 'A-.' This data serves as concrete evidence of student appreciation, reflecting the course's relevance to their lives and contributing to increased enrollment.
Dave highlights the effectiveness of their interdisciplinary approach by noting an increase in student enrollments and positive feedback from simple questionnaires The students' continued participation in the Global Change sequence further demonstrates the value of this educational strategy.
The faculty emphasized the crucial role of evaluation in enhancing student learning Dave Allan, a professor of Natural Resources and the Environment, highlighted how evaluation helps assess the extent of student engagement with modeling software.
Initially, we believed that providing students with frequent exposure to models was essential for their learning, as many had limited prior experience However, feedback and assessments revealed that this approach overwhelmed them Consequently, we adjusted our schedule to include a model every three weeks, supplemented by various exercises to enhance their understanding and application of the technology This insight, presented through clear data, prompted us to recognize the need for change rather than dismissing student concerns as typical complaints.
The surveys that Eric Dey and his colleagues designed for the computer-enhanced Global
Change course seek to determine the degree to which the course fosters meaningful learning The surveys ask students for:
their reactions to their laboratory, lecture, and Web experience
comparisons between Global Change and other U of M courses
any personal growth they experienced from taking the Global Change course
The results suggest, among other things, that as a result of taking Global Change, students:
recognize the ability of computer-enhanced laboratories to foster learning
“think critically about global change”
“feel confident in [their] ability to gather [web-based] information about global change.
“feel empowered to act on what [they] have learned”
In a survey conducted in the fall of 1999, over 90% of students reported significant cognitive gains, affirming that they learned substantial factual material, enhanced their debate skills on global change, and were encouraged to think critically about the subject These positive responses indicate that the course effectively supports the development of a minor in the college, aligning with standard assessment measures that confirm our progress.
* Students were asked to respond to statements by indicating one of the following choices: strongly agree, agree, neutral, disagree, strongly disagree.
Figure 1 Responses to sample “cognitive gains” question
Students expressed overwhelmingly positive feedback regarding the lab component of the course, with 80% agreeing that the lab assignments were thoughtfully selected and intellectually stimulating While just over 50% felt that the laboratory work significantly enhanced their understanding of lecture topics, more than 60% acknowledged that ArcView facilitated their grasp of Global Change concepts Additionally, over 90% of students reported confidence in using ArcView to build models, and more than 80% agreed that it aided their comprehension of the relationships between various variables.
Figure 2 Responses to sample laboratory question
The student survey results indicate a positive reception of the lecture component of the course, with over 80% of respondents agreeing that multiple professors enhanced their understanding of the material Only 14% felt that the transition between instructors hindered their learning, while 74% disagreed with this notion Additionally, 72% of students found it easy to comprehend the connections between topics discussed in the lectures.
The evaluation revealed that over 80% of students found the Global Change website and the World Wide Web to be instrumental in enhancing their learning experience While 40% appreciated the helpful information from links to other websites, 50% remained neutral More than 90% expressed confidence in their ability to use the Web for gathering information on global change, and 60% reported applying the web skills acquired in the Global Change course to other classes and personal interests.
In a recent survey, over 90% of students reported a heightened interest in the course material related to Global Change, with more than 80% expressing enthusiasm for the content Additionally, over 50% indicated they had opportunities to assist peers in understanding global change issues, while more than 80% felt empowered to take action based on their learning.
Figure 3 Responses to sample “personal growth” question
To see the complete tabulations of the Fall 1999 assessment see Resource D.
Implementation
Interviews with University of Minnesota faculty revealed that while interdisciplinary education is a highly effective teaching method, it can also present significant implementation challenges Although not all difficulties encountered by the Global Change bricoleurs stem from the interdisciplinary approach, most of the obstacles do.
The University of Michigan, similar to other research universities, exhibits a strong emphasis on interdisciplinarity, yet most faculty primarily engage in disciplinary-focused activities As faculty advance in their careers, a notable number begin to explore inter-departmental research and teaching collaborations Numerous instances exist of faculty forming teams for joint teaching and research across departments, indicating that grassroots organizing is the prevalent method for fostering extra-disciplinary initiatives.
This section highlights the essential personal traits faculty members must possess, including a commitment to grassroots initiatives, to effectively navigate the specific challenges associated with interdisciplinary education Additionally, it addresses the broader implementation challenges inherent in establishing and sustaining computer-enhanced learning environments.
Personal Resources
The success of the Global Change course at the University of Michigan is attributed to the personal qualities of its creators, including strong leadership and a commitment to tackling challenges, as emphasized by Dan Mazmanian, dean of the School of Natural Resources and Environment Instructors face various financial, organizational, and technical obstacles, and according to Bob Owen, associate dean of Literature, Science and the Arts, overcoming these challenges requires dedicated faculty; without their commitment, success is unlikely.
* Quote taken from “Evaluation Plan for Development, Deployment, and Evaluation of an Interdisciplinary
The "Undergraduate Curriculum Development Testbed" is a project funded by the National Science Foundation aimed at reforming undergraduate education in STEM fields A central administrator emphasized the growing grassroots concern among faculty regarding student quality and preparation, highlighting the university's commitment to its educational mission Dan Mazmanian, the dean of the School of Natural Resources and Environment, acknowledged the contributions of all instructors, particularly noting Tim Killeen's exceptional leadership He stated that leadership is crucial for progress, and while others could take on leadership roles, Killeen currently exemplifies this quality Following Killeen's departure in spring 2000, Professor Ben van der Pluijm took over the leadership role.
Since fall 2000, Dan Mazmanian has served as the C Erwin and Ione L Piper dean and professor at the University of Southern California’s School of Policy, Planning, and Development The success of Global Change relies on faculty commitment to interdisciplinary education, which Ben van der Pluijm describes as a “bottom-up” initiative driven by dedicated instructors Faculty members must actively demonstrate the viability of their ideas and seek support from administration across all levels, from departmental leaders to the provost.
To read a faculty discussion of the personal resources needed for initiating and maintaining the Global Change course, see Discussion E.
The Unique Implementation Issues of an Interdisciplinary Course
Time and workload pressures and the special role of teaching assistants
Teaching in interdisciplinary course sequences like Global Change requires more time than traditional single disciplinary courses, primarily due to the need for chronological coordination and synthesis of diverse topics throughout the semester For instance, biology professor George Kling shared an example where geology professor Ben van der Pluijm had to adjust his lecture on oxygen in the earth's primordial atmosphere because another faculty member had not yet covered the evolution of life, which is essential context This illustrates the complexities involved in organizing interdisciplinary courses effectively.
“disconnects” that lead to what George called an “inherent inefficiency” in team teaching, and contribute to the increased amount of time instructors must devote to such courses
Graduate student instructors (GSIs) play a crucial role in bridging gaps in course material by synthesizing diverse academic content While professors supply the foundational disciplinary knowledge, GSIs transform this information into a cohesive "melting pot" of ideas, as described by a Global Change student This process necessitates that GSIs expand their understanding beyond their primary field of study, ensuring a well-rounded educational experience.
George Kling emphasized the necessity for Graduate Student Instructors (GSIs) to possess a comprehensive understanding of various models—economic, psychological, geological, biological, and social—to effectively address student inquiries in lab settings He, along with his faculty colleagues and the GSIs, raised concerns about the significant time required to integrate these diverse subjects into a cohesive framework, highlighting the critical need for committed GSIs who are prepared to invest additional effort in their roles.
For a discussion of the extra time needed for, and the special importance of the GSIs’ role in Global Change, see Discussion F.
Difficulty securing funding
The challenge of securing consistent funding for the Global Change course has been a longstanding issue since its inception Biology professor George Kling highlights the difficulties faced by "bottom-up" initiatives like Global Change, which must compete for resources against higher-level administrative projects Conversely, Dan Mazmanian, Dean of SNRE, notes that the course has received minimal budget attention largely because its instructors have successfully sourced external funding While Kling acknowledges this, he warns that if external funding were to cease, there would be a pressing need to urge the administration for financial support Additionally, Tim Killeen, a professor in the College of Engineering, points out that the interdisciplinary nature of the course complicates the search for funding sources.
Many interviewees highlighted that a significant barrier to securing funding is the reluctance of university administrators to allocate regular funds for courses Bob Owen, associate dean of Literature, Science, and the Arts, emphasized that faculty and student-driven initiatives often receive minimal financial support, while substantial funds are typically directed towards high-profile initiatives led by university leadership He noted that despite the university's expressed enthusiasm for certain approaches, without external funding sources like the NSF, these initiatives would struggle to receive adequate support necessary for their success.
I think that that's something that everyone has to fight.” d d Dan, dean of SNRE: “It's actually one of those situations where they have done extremely well on external grants
So there hasn't been a direct cost that's been very significant They contribute a lot of their time They're not taxing us.”
Susan (interviewer): It doesn't show up in your budget pages?
Dan emphasizes the importance of collective support for initiatives that demonstrate clear value, acknowledging the uncertainty of their future institutionalization amid ongoing organizational changes He notes that the success of such programs will depend on the enthusiasm and momentum of faculty and students in the coming years Tim discusses the challenges of pursuing an interdisciplinary approach, highlighting repeated rejections from the NSF and institutional committees that require a disciplinary foundation first Despite these obstacles, he points out the demonstrated student demand for new programs, such as a proposed minor that lacked departmental sponsorship but ultimately received approval He credits Bob Owen for facilitating this breakthrough, underscoring the inherent risks and costs associated with interdisciplinary programs, while also recognizing their potential for significant academic gains, as exemplified by the U of M Global Change Program.
The course has already secured partial funding and is expected to receive additional support in the future Since the interviews for this case study, the University has significantly backed the Global Change Project, as noted by Ben van der Pluijm, who mentioned that the University provides staffing and summer salary compensation for extra efforts Furthermore, external support has been acquired from W and F.
Hewlett Foundation to develop the Global Change Minor, and matched with funds from several colleges, schools, and the central administration.
Financial and personal rewards
The U of M bricoleurs find great personal satisfaction in teaching the Global Change course, noting its impact on students' perspectives regarding science and environmental issues Central administrators highlight the substantial support for the course, including GSI positions and dedicated time for collaboration across disciplines such as Engineering, the School of Natural Resources and Environment, and LS&A The provost emphasizes the importance of demonstrating the course's value and its potential as a model for innovative teaching practices If the deans recognize its priority and effectiveness, the course will continue to receive strong institutional support.
Faculty members at the University of Michigan cite the financial reward structure as a significant barrier to implementing the Global Change course Biology professor George Kling expressed skepticism about receiving raises for their efforts, stating, "No, it doesn't look that way." He and his colleagues believe that the current reward system fails to adequately acknowledge their commitment to enhancing instruction, as it does not offer sufficient financial compensation for their contributions.
1 leads senior faculty members to discourage their junior colleagues from participating in the course;
3 doesn't allow professors to fully prepare lessons for the organizationally demanding courses.
To remedy this problem, the faculty members proposed several ways to reform the process by which rewards are given: They suggested that:
1 courses be crosslisted among units;
2 the reward structure not penalize instructors for working outside their department;
3 the university create professorships that recognize excellence in teaching;
4 external reviews recognize teaching efforts; a Lisa Curran, professor of the School of Natural Resources and Environment: “You really get to know other people from different disciplines, and you're involved in activities across the university that you wouldn't otherwise seek out You're exposed to a range of students that is really challenging at first, but you realize that this is a different audience For example, I'm an ecologist, a tropical ecologist by training, so I find that I have to change how I'm presenting the material And I have insights into my own work as I give talks for different groups I think what's really satisfying is the students who come up and say, ‘This is probably the best course I've ever had,’ or
‘This has really changed the way I thought about things.’ You know, it's just this ‘Wow! Okay, I got ten of them out there I just multiplied myself.’”
Patrick Livingood, an archeologist, shares his experience of learning through interdisciplinary courses and administrative discussions, gaining valuable insights and networking opportunities He notes the importance of identifying areas for improvement in the course Dave Allan, a professor at the School of Natural Resources and Environment, views Global Change as a unique opportunity to engage freshmen and sophomores in experimental teaching, appreciating their enthusiasm and eagerness to learn George Kling, a biology professor, expresses his passion for teaching across various courses, highlighting the joy he finds in educating students.
Walking away from them proves to be a significant challenge for me, as I genuinely enjoy the experience and struggle to turn my back on any of them Consequently, I feel that I often teach more than is necessary.
5 state schools systematically reform their reward structure so that they more closely resemble those of private institutions, *
6 the effort for interdisciplinary teaching should be rewarded in a different way from that of disciplinary teaching; for example, teaching credit could be multiplied by a facor of 1.5 or 2 for co-taught, interdisciplinary courses.
It is of interest that members of the administration perceive that the university already is pursuing a number of these strategies for rewarding teaching a
For a faculty discussion, in their own words, of these problems and their ideas for remedying them, see Discussion G.
Hardware and Software Implementation Issues
Summing Up
The well-being of society relies on citizens making informed decisions, which hinges on their ability to process information effectively This includes understanding data limitations, evaluating system errors, recognizing potential uncertainties, and applying interdisciplinary tools to address real-world challenges.
The Global Change curriculum equips students with essential tools and diverse perspectives to critically analyze pressing global issues such as carbon cycles, CFC emissions, and population trends This interdisciplinary approach encourages students to examine problems from multiple angles, including physical, chemical, biological, geological, mathematical, and human factors Guided by knowledgeable professors and graduate instructors, students explore the interplay between overpopulation and resource use through modeling programs that illustrate the impact of emissions on atmospheric changes and health Additionally, collaboration with peers from varied fields like zoology, engineering, medicine, and art enriches their understanding of global change challenges.
The U of M Global Change faculty have embraced the value of interdisciplinarity, despite facing challenges within the higher education culture that often hinders interdisciplinary instruction They navigate the ongoing tension between departmental commitments and their work with Global Change, demonstrating grassroots determination and a firm belief in the impact of their efforts As a result, their students graduate not merely with completed courses or minors, but equipped with knowledge and mindsets that will influence future generations.
Discussion A Students views of the interdisciplinary nature of the GC course
Sam and Robin, students in the Global Change course, emphasized the value of learning from professors in diverse fields such as atmospheric science and environmental policy They noted that these seemingly unrelated perspectives enrich discussions on changing earth systems by offering potentially contradictory yet equally valid viewpoints This approach encourages students to engage in critical thinking about the connections between these disciplines.
The article discusses two contrasting theories on population growth proposed by Simon and Ehrlich, highlighting the validity of both perspectives While many people may lean towards one theory, the existence of the other offers a compelling alternative for discussion The emphasis is on understanding and acknowledging both viewpoints rather than simply arguing for one side.
The interdisciplinary nature of the class, featuring professors from Atmospheric Science and Environmental Policy with a focus on conservation biology, creates a dynamic learning environment This unique combination leads to contrasting perspectives that challenge students to think critically about the relationship between these fields, making the course particularly engaging.
Beth and Amy, students of Global Change, emphasized the necessity of examining global change issues through diverse sources Beth highlighted that the media frequently misrepresents the complexities of global change by categorizing environmental impacts as entirely positive or negative She argued that a more nuanced analysis of environmental interrelationships reveals a more intricate and ambiguous reality.
Beth highlights concerns raised in the media about rising carbon dioxide levels and ozone depletion, suggesting that while carbon dioxide may indeed double, its effects are multifaceted Increased carbon dioxide could enhance plant growth, leading to a greater number of plants, which in turn would impact the food chain.
The media often presents a biased perspective, but upon closer examination, it's clear that everything is interconnected This interconnectedness can lead to various outcomes; sometimes, what we perceive as negative may not be as detrimental as we initially thought Ultimately, these relationships can result in a positive resolution, highlighting the complexity of cause and effect in our world.
The course encourages critical thinking, prompting you to question statements rather than accepting them at face value You learn to analyze the reasoning behind claims, consider their sources, and explore alternative perspectives.
Jean-Pierre (interviewer): So it sounds like your thinking is more complex.
Amy reflects on her initial pessimism about the environment, believing that the world was doomed due to issues like ozone depletion and rising carbon dioxide levels However, after taking a course that explored the creation of galaxies, the universe, and Earth's historical changes, she gained a more comprehensive perspective This course revealed to her that while carbon dioxide levels are projected to double in the next 50 years, and efforts to reduce emissions may not prevent this outcome, understanding the broader context of environmental changes has shifted her outlook.
The current focus is not merely on the grim reality of climate change, but rather on adapting to higher levels of carbon dioxide in our environment We must explore both the positive and negative effects of this shift and strategize on how to coexist with these changes effectively.
I have developed a realistic and responsible understanding of my future role in environmental sustainability Rather than adopting extreme measures like aggressive recycling campaigns often promoted by organizations, my approach is focused and systematic, emphasizing the importance of meaningful actions that contribute to positive change.
And I would say that the coolest experience I had in this class, in terms of learning experience, was when we were discussing the effects of carbon dioxide on plant growth Carbon dioxide makes plants grow more, but the plants, though larger, will still have the same amount of nutrients Therefore, you have to eat more of the plant to get the same amount of energy This has been shown in studies done on leafy green plants—just on the leaf, not on the roots—but not on root plants like turnips So I asked, “What about the roots?
The inquiry into whether plants grow larger but contain fewer nutrients remains unexplored, prompting a desire to investigate this question further My instructor recognized the potential of this research, suggesting it as an ideal senior honors project This experience was incredibly rewarding, as it allowed me to build upon existing knowledge and explore uncharted territory in the field.
Jean-Pierre (interviewer): That definitely classifies as a real learning experience.
Amy: That was the coolest thing, and that made me want to minor in Global Change
Lab Experience
1 The lab assignments seem carefully chosen.
2 The lab assignments are intellectually challenging 7.7% 72.3% 12.3% 3.1% 4.6%
3 Laboratory assignments make an important contribution to my understanding of the topics discussed in lecture.
4 ArcView has helped me understand
Global Change concepts and principles.
5 I feel confident in my ability to use
6 ArcView helps me understand the relationships among different variables.
Lecture Experience
1 Having several instructors give the lecture contributes to my understanding of the concepts and principles related to Global Change
2 The transition from one instructor to the next interferes with my ability to learn.
3 I have learned a good deal of factual material in this course.
4 The knowledge I have gained through this course has improved my ability to participate in debates about global change.
5 This course has encouraged me to think critically about global change.
6 It is difficult for me to understand how topics covered in the lecture fit together.
Web Experience
1 Using the web has made a significant contribution to my learning.
2 The links from the Global Change website to other internet websites have provided me with helpful information.
3 I feel confident in my ability to use the web to gather information about global change.
4 I have used the web skills I have acquired in this course to complete academic work for other classes.
5 I have utilized the web skills I have developed in this course to investigate areas that interest me.
Personal Growth
1 I have deepened my interest in the subject matter of this course.
2 I am enthusiastic about the course material.
3 I feel like I make an important contribution to the learning of others in the course.
4 I have had opportunities to help other students in the course learn about Global Change concepts and principles.
5 I feel empowered to act on what I have learned.
Glossary: Special Terms Used in the LT 2 website
Assessment, in the context of interactive learning strategies, refers to the process of collecting and utilizing data regarding student learning and performance The LT 2 website identifies two distinct types of assessment that are essential for understanding and enhancing educational outcomes.
Formative assessments are essential activities that give instructors real-time feedback on student learning, allowing them to adapt their teaching methods effectively Additionally, these assessments actively engage students in the learning process, enhancing their understanding as they participate For further insights, visit the FLAG website, which showcases classroom assessment techniques proven to boost learning outcomes.
Summative assessments are formal examinations or tests that provide definitive evidence of student achievement in relation to the course's learning objectives Faculty use these assessments to clearly demonstrate the extent to which students have met the established goals, making the results visible to external stakeholders.
Tom Angelo (1995) defines assessment as an ongoing process aimed at understanding and improving student learning It involves:
making our expectations explicit and public;
setting appropriate criteria and high standards for learning quality;
systematically gathering, analyzing, and interpreting evidence to determine how well performance matches these expectations and standards; and
using the resulting information to document, explain, and improve performance
Effective integration of assessment within institutional frameworks enhances our collective focus, challenges our assumptions, and fosters a collaborative academic culture aimed at ensuring and improving the quality of higher education.
A "bricoleur" is a French term describing an individual skilled at identifying and utilizing available resources in their environment to create something meaningful This person adeptly combines these resources to achieve their personal goals and aspirations.
Constructivism, as defined by Schwandt, is a philosophical perspective that explores how individuals and groups interpret and construct their social and psychological realities within specific linguistic, social, and historical contexts Over the past two decades, cognitive psychologists such as James Wertsch, Barbara Rogoff, and Jean Lave have discovered that constructivist theories regarding meaning-making closely align with their findings on learning processes, highlighting that knowledge is shaped by social interactions and various aspects of cultural environments.
In the context of LT 2 case studies, "learning activity" encompasses the specific tasks that educators anticipate students will engage in to facilitate their learning For instance, the belief that "computer-enabled hands-on experimentation encourages students to take responsibility for their own learning" illustrates how a targeted learning activity, such as experimentation, supports a fundamental teaching principle.
A learning environment, as defined by Wilson (1995), is a collaborative space where learners come together to support one another while utilizing diverse tools and information resources to achieve their educational objectives and engage in problem-solving activities This definition aligns with constructivist learning theories, emphasizing the importance of interaction and resourcefulness in the learning process.
Microcomputer-Based Laboratories (MBL) utilize electronic probes and input devices, such as video cameras, to collect data that students input into computers for digital conversion and analysis through graphical visualization software This educational approach incorporates a learning cycle process, which involves students making written predictions about experiment outcomes, engaging in small group discussions, observing real-time physical events with MBL tools, and comparing their observations to their initial predictions.
Seven Principles for Good Practice in Undergraduate Education – These principles, published in “Seven Principles for Good Practice in Undergraduate Education” by Zelda
Gamson and Arthur Chickering, were synthesized from their research on undergraduate education (1991) According to their findings, good practice entails: