INTEGRATING SYSTEMS LEVEL THINKING WITH CURRICULUM THROUGH RESEARCH: EXAMPLES FROM URBAN AND WATERSHED BIOGEOCHEMISTRY (Invited Presentation)

Biogeochemists use systems level thinking to address transdisciplinary and socially relevant research questions. The research enterprise can be challenging to present in the undergraduate classroom, as it is often nonlinear, is framed with complex dynamics, and requires data binning and unbinning skills . Student expectations for science learning at the college level that integrates interdisciplinary research is at odds with high school STEM course work. Cross listing biogeochemistry or environmental geochemistry courses that are core requirements in multiple programs brings students together and creates a setting that fosters interdisciplinary thinking . In the Geosciences department at Wellesley I teach Environmental Science, Environmental Geochemistry, and Isotope Geology, courses cross-listed with the Environmental Studies program. These core courses draw a diverse group of students and are populated by Geosciences, Environmental Studies, Biological Sciences, and Chemistry majors. This interdisciplinary setting mimics authentic research teams in which each member brings a unique skill set to the project. Selecting group research projects for diverse student cohorts requires additional creativity, and a modular approach can ensure accountability within groups, enable technical skill-building and foster systems level thinking. Several examples of this pedagogical approach--focusing on student outcomes and lessons learned from differing levels in the curriculum--will be shared.