PLANET EARTH, AN OWNERS MANUAL: SCIENTIFIC LITERACY AND CIVIC ENGAGEMENT IN AN INTRODUCTORY GEOLOGY COURSE FOR NON-SCIENCE STUDENTS

At Hofstra University, introductory geology is primarily taken by students to fulfill their science distribution requirement and thus presents a critical opportunity to develop scientific literacy in college-educated adults. After attending a SENCER summer workshop in Teaching Science and Civic Engagement, we have modified the traditional Introduction to Physical Geology course to focus on topics in Earth Science that are directly relevant to understanding current scientific issues facing our society. The first third of the course is an introduction to Earth systems (atmosphere, hydrosphere, lithosphere, and biosphere) and associated materials. The goals of this unit are for students to understand how changes in one system affect changes in the other systems and how materials move between systems. Emphasis is placed on discussing the carbon cycle and how humanity has impacted different reservoirs and transfers within the carbon cycle, causing measurable anthropogenic change to the Earth. The middle of the course uses the development of plate tectonics to involve students in discussions of the scientific method and to illustrate the process by which hypotheses are proposed, tested, and eventually incorporated into a body of theory. The final third of the course engages students in examining the science behind civic issues with a geological dimension, such as coastal development, groundwater management, and the mitigation of seismic hazards. The course laboratory involves students in exploring the structure and composition of the Earth using deductive reasoning and hypothesis testing based on simple measurements and observations. In the final project in lab, students research a geoscience topic of their choice and present both a written and oral report to the class that incorporates a discussion of the civic dimensions of their topic. The advantage of instructing students in the science behind civic issues is that it teaches geological concepts in a context that is both compelling and meaningful to the students, while challenging them to think seriously about problems they face as citizens in a global society. Difficulties include a lack of suitable textbooks to compliment this approach and the challenge of integrating a non-traditional curriculum into a multi-section course taught by different instructors.