Engaging students in authentic problem solving concerning environmental issues in near surface complex earth systems involves both developing student conceptualization of the earth as a system and applying that scientific knowledge using problem solving techniques that model the thinking and reasoning of professionals, including adaptive management, risk assessment, and characterization of ecological services.

As part II of a review of student learning about complex earth systems, this talk will describe our framework that guides our critical review. We derived this framework from our synthesis of environmental and educational research on environmental management, decision-making and problem solving. We will apply this framework to review case studies at both the undergraduate and K-12 level involving environmental earth systems, methodology to promote student problem solving including student modeling, assessments to measure students ability to problem solve and learn, and finally, identify the limitations of these assessments and examine the linkage between problem solving, decision making, and solutions to problems at a policy or management level. We seek comments and critiques from the Rendezvous participants