Teaching Biocomplexity in the Geosciences

Montana State University, Bozeman, MT

Biocomplexity Breakout Session II

Questions for consideration:

• How are we teaching biocomplexity in the geosciences today?
• Where are the opportunities in geoscience courses and curricula to teach about biocomplexity?
• What could we be teaching, what resources do we need, and what are the best practices?

Integrating Biocomplexity into a K-12 Curriculum

What do we want to achieve?

• Identify flagship schools willing to approach science through a biocomplexity perspective. (Need grants)
• Identify universities willing to collaborate with these schools

How?

• Develop informational packet in clear language
• Email Lists
• Web
• Other
• NSTA workshop to identify interested and appropriate parties
• Consultants

Who will lead?

• a) Carol—white paper contribution
• b) Dan—develop pamphlet and investigate grants
• c) Dave—NSTA connections
• d) Molly—web design

Opportunities in geoscience courses and curricula to teach about biocomplexity

K-12

• Teacher Ed
• Familiarity with surroundings
• Environmental processes
• Make scientists
• Students
• Familiarity with surroundings
• Cover science standards and link to social sciences

General Ed

• Hazards
• Climate change
• Local geology and parks
• History of life
• Geoarchaeology
• Human and earth interactions
• Planetary geology

Co-join courses, web courses
Assessment mechanisms

Geology/geography majors

• Climatology
• Soils and biogeography
• Oceanography
• Geomorphology
• Hydrology
• Isotope geochemistry
• Sedimentology
• Biogeography
• Microbiology
• Ecology, evolution of life
• Astrobiology
• Senior research

Graduate students

• Greater flexibility
• Capstone/review courses
• Inquiry-based, expanding linkages

Student needs

• Limited time/schedule
• Need to get a job
• How best served?

System based approach

1. System
2. What are the questions?
• Brainstorming questions (exploration of student background)
• Add content and focus
• Synthesis
• Study linkages
• Produce concept maps
• Produce models

Emphasis on, and order of steps depends on audience knowledge level and size of audience.

How are we teaching biocomplexity?

• What?
• Who? (Students vs. external groups)
• How? (Not easy!)

What: Examples of courses and programs

• Scientific Foundation of Environmental Sciences (Grad level)
• Holistic Thought and Management (Senior level)
• Global Cycles (Junior level)
• Earth System Science for Educators (Educators)
• Residential Program at Yellowstone National Park (K-12)

These are taught at a variety of levels and in a variety of ways, but not as biocomplexity.

How?

• Concept vs. Content
• Presentation Style
• Relevance
• Project Style
• Critical thinking
• Models as tools to understand complexity (knowledge to models)

Audiences:

• Students, required courses or elective

Internal

• Perceptions of other faculty
• Taking risk, not traditional
• Curriculum objectives
• What do you want your students to know and do?

External

• Employers
• Graduate schools

Best Practices

• Use what's outside your door, whether it's pristine or not
• Use databases
• Go out in the field!!!
• Build models, such as simple Excel models
• Collaborate!
• Leverage other programs
• Non-traditional sources
• Video clips
• Music
• Poetry
• Professional development—learning new disciplines

Political Resources

• Administrative support
• Use administrative language in proposals

Examples

• Yellowstone Park Kids (K—16)
• Plant ecology modeling
• Service Learning