Rationale
Environmental issues are complex scientific problems that require broad cross disciplinary training that is at the same time focused enough to provide proper analytical techniques. To address this tension between breadth and depth, our major is built upon progressive intellectual development of our students and we believe that purposeful technology integration can be catalytic.
The introductory level class exposes students to fundamental science behind environmental issues using an Earth systems approach. At the intermediate level, students work as part of a large team in a service learning project of local significance (e.g. green buildings on campus). The student experience culminates in the senior capstone where they build from scratch their own mathematical model of an environmental system.
While this developmental model has been successful, we believe that introductory students would benefit greatly from authentic applied science activities. The Lawrence approach to science education is to make students active learners rather than passive receptors of information, by maximizing hands-on science at all levels of the curriculum. The project will serve several learning goals:
- Dramatically increase opportunities for hands-on learning in the introductory course by
permitting the addition of a field research component. - Provide seamless integration of field, laboratory, and classroom studies, maximizing
student ability to connect theory with practice. - Establish a common technology platform that students and faculty can use throughout
the major, thereby minimizing time lost learning different tools. - Engage non-science majors in the practice of real science in the introductory course,
which many students take to fulfill a graduation requirement in the natural sciences —
thus contributing meaningfully to the development of a science and technology literate
citizenry.
