FIRST YEAR SEMINAR – SCIENCE ON THE SIDE

Since 2002 the Barnard College First Year Seminar “Exploring the Poles” has been taught with a transdisciplinary, problem solving approach designed to integrate STEM concepts in novel and fun ways, with the goal of making science meaningful. From student evaluations: “When I was younger science was a very interesting thing. Going to high school was very boring and this is refreshing because it is interesting again.” “The idea of science [changed] as more of an involving thing that people are going out and exploring things that haven’t been explored before.”

The curriculum begins with the heroic age of polar exploration, then moves into a consideration of leadership and teamwork, analysis of women as leaders, discussion of multiple approaches to communication, and concludes with modern and future polar environments under climate change. STEM problem-solving is focused on the heroic age and climate change modules. Simulating expeditions that drifted in the Arctic sea ice, student teams are sent on virtual expeditions using the IceTracker (http://thepolarhub.org/interactive/arctic-basin-ice-tracker). Designed originally as a research tool, the IceTracker facilitates tracking of actual sea ice drift trajectories for analysis of expedition fate, and comparison of differences among teams with varying start years.

The concluding assignment is development of a proposal for communication of polar or climate issues to student peers. Students work with Speaking Fellows to hone their communication strategies, then present their ideas in a workshop format for input from the class. They also each peer review the written proposal of another student. Reflections and evaluations indicate that students particularly appreciate the opportunity to receive feedback from other students in a non-competitive setting.

One of the most effective elements of the course is the concluding matrix where the class walks through course goals – including STEM concepts and approaches – and identifies readings, activities and assignments where those goals were addressed. Engaging in this meta-analysis as a group helps students see the value of each element of the curriculum. As one student wrote “All of the assignments were unique and developed a different aspect of our intelligences, helping you succeed in one way or another.”