PARENT SESSION
Oral Session #50: Ecological Education. Presiding: A. Wallace.
Wednesday, August 8, 2001. 1:00 PM to 5:15 PM. Hall of Ideas L&M.

Interdisciplinary teaching of ecological concepts in a General Studies curriculum.

MacFall, Janet¹, Redington, Douglas¹, ¹

ABSTRACT- Inclusion of ecological concepts into the General Studies curriculum provides opportunity to develop an interdisciplinary approach melding sound ecological science with social and ethical concerns. In this project, an Environmental Summit was integrated into the interdisciplinary introductory course Global Experiences, which is required for all freshmen. Two faculty from the Environmental Studies program at Elon College but with primary appointments in the Dept. of Biology and the Dept. of Economics coordinated the activity as part of the Global classes. Four senior students majoring in Environmental Studies served as liaison between the Environmental Studies faculty, five faculty teaching the Global classes (education, business communications, business and computer science), and 125 freshmen students. The focus of the summit, which extended over three evenings, was Climate Change and Global Warming. Students and participating faculty were provided with introductory materials. Student leaders coordinated teaching "pods", created resource web pages, and served as points of contact for questions. The Summit simulated a United Nations special conference with the goal of passing resolutions to address global concerns related to Climate Change and Global warming. Students needed to understand the basic science of Climate Change and associated Global Warming, then were tasked with integrating the science with social and ethical concerns, with students representing 40 countries. During the Summit, students demonstrated an understanding of the fundamental concerns, and engaged in well considered discussion. A total of 47 resolutions were brought to the floor. Pre-tests and post-tests showed a significant improvement in understanding both the science and political issues, even though students did not expect to be tested on the material for a class grade. In addition, response was enthusiastic both from participating faculty and student leaders with respect to strengthening their own interdisciplinary understanding and perspective. This is a model exercise which might be included at other institutions to foster scientific and ecological literacy, and to promote integration of scientific principles into broader discussions.

KEY WORDS: education, undergraduate, teaching