Teaching Biocomplexity in the Geosciences

Montana State University, Bozeman, MT

Wrap-up Group Discussion

Deliverables:
Who is doing what, and when?
What are our next steps?

What:

Biocomplexity curricular resources based on specific topics (e.g. El Nino). A model for case-based modules.

How:

1. Web site to communicate:
• How to develop student activities and approaches
• Introductory steps around a biocomplexity case study
• Find the links
• Role playing
• Concept maps
• Examples of existing case studies (today El Nino, tomorrow...)
2. JGE article? (we need publications)

Who:

Ghost writer needed

• Carol will provide the reference list for El Nino
• Rose will type what we have
• Julie will turn it into html
• Robin will make a concept map example

What:

Identify the fundamental elements of biocomplexity for educators.

How:

Conduct a workshop or shourt course on the fundamental elements of biocomplexity.

Who:

Workshop run by experts in each needed area who are also audience participants.

What:

Case studies based on funded CHN (coupled human-natural systems) projects—articulate links between human and natural systems.

How:

Personal contact with PIs Publishers and necessary support persons

Who:

Dave McGinnis and Biocomplexity PIs

How do we have an influence?

A) Teaching

• Asking questions
• Using case studies to phrase questions in biocomplexity
• Breaking out of traditional departments
• New ways to include biocomplexity in classes
• Motivation to break down subject barriers
• How to incorporate and make us socially responsible

B) Research

• Incorporation of feedback from stakeholders
• Expand projects to include new collaborators
• Funding for integrated studies

C) Academic Life

• Work to increase interaction between humans and geology
• Validation
• Appreciation of "biocomplexity"
• Collegiality
• Cross-fertilization between disciplines

What to do to reach a wider audience over a longer term?

Spread the message to...

• Paleontologists
• Modelers
• Pattern emergence physicists
• Condensed matter theorists
• Emergence mathematicians
• Social scientists and geographers
• Cultural ecologists
• General ed
• Non scientists

How to get the message out?

• Within university—departments, deans, administration
• Communications written so that non-scientists can understand them
• Science journalism, such as LDEO
• Model complexity across the curriculum
• Broaden thesis resources
• Informal seminar series
• Lecturer series
• Map onto NSES
• Way of thinking
• Form partnerships, such as with school boards

Develop a "party line"

• What is biocomplexity? (3 bullets)
• How is biocomplexity an improvement over the way we currently look at systems? (3 bullets)

Develop publications

• Article for the Chronicle of Higher Education
• No white paper at this time.

Our Message to NSF

• Funding of integrated research by NSF is much appreciated and needs to keep going.
• Biocomplexity has the potential to promote a systemic change in education.
• NSF to facilitate transfer of research to educational materials, from K through grad levels.
• NSF to fund biocomplexity education in parallel, rather than waiting until research is further along.
• Would like to see follow-on workshops (e.g. regional focus).