UNNATURAL DISASTER? INTERDISCIPLINARY PROJECT

The project is an interdisciplinary focused study of case history events that affect man and the planet. The project may be broken up into four structured phases. Phase one is the selection of a case history for study. This is facilitated by an interdisciplinary meeting of teachers from geoscience, history and other disciplines. The case history is selected based on real world relevance, social, economic and environmental impacts and geoscience basis. For example the Ogallalah Aquifer has been over utilized for mass production agricultural and since it is the largest aquifer in North America the consequences of mismanagement are dire. Other examples have been used in this project. Phase two requires that students research the case with emphasis on their particular disciplinary focus. Phase two includes in class direct instruction, dialogs, documentaries and readings. Students are required to produce evidence of their research. This takes many forms, for example notes sets, outlines etc. Phase three is called the Student Policy Forum. At the forum all students from various disciplines attend an event at which the students are cross-seated. Faculty involved with the project, facilitate a set of table tasks for about one hundred and twenty students at twenty tables. These tasks are a synthesis level processing of complex real world events. In conclusion to the forum all students write a short reflective summary and generate an action plan. Phase four is the post forum assessment/engagement. This follow up requires that students demonstrate civic engagement revolving around their research, the forum and their action plan. For example students from the geosciences are required to write a letter to an elected official. The letter calls for action and brings attention to concerns. The project as a whole has impacted nearly two thousand students and it has produced a like number of civic activities and generally promotes the application of learning in the real world. Studies of the reflective papers and other written work produced by students reveals the tremendous utility of real world case history as an anchor for content and its value for active citizenship in a democracy.