UNDERGRADUATE TEACHING AND LEARNING ABOUT FOOD, ENERGY, AND WATER SYSTEMS: INSTRUCTIONAL STYLES AND STUDENT OUTCOMES

Globally, there is a need to increase scientific literacy and decision-making about challenges spanning Earth systems and promote interdisciplinary problem-solving by scientists and citizens alike. To achieve this outcome, we have implemented an innovative suite of undergraduate courses focused on the Food-Energy-Water-Nexus (FEW-Nexus) that target a diverse array of undergraduate students from many different programs. To support effective teaching and learning in these courses, we designed and implemented a multi-year faculty development program for post-secondary instructors. Here, we present findings on the teaching styles used by instructors in these courses (n=8) before and after the faculty development program, and the resulting student decision-making and systems thinking outcomes. Data collected includes a representative sample of video recorded observations of course meetings (n=8) and pre-/post-course decision-making and systems thinking student assessments (n=347). Video recorded classes were analyzed using the COPUS Analyzer to identify teaching style, and student assessments were scored quantitatively. Teaching styles in year 2 of the program (post professional development) were significantly more student-centered at 50%, compared to the first year at 37.5% (p = 1.9e^-6). Additionally, in both year 1 and 2 of the program, instructors who taught courses with longer class periods (>50min in length each) incorporated significantly more student-centered practices than in courses with short class periods (Year 1: p = 2.2e^-16; Year 2: p = 2.2e^-16). In year 1, 50% of courses with longer class periods were student-centered compared to 25% in courses with shorter class periods. In year 2, 75% of courses with longer class periods were student-centered compared to 25% of courses with shorter class periods. However, despite the increase in best practices in teaching, there was no change in student decision-making and systems thinking outcomes between years 1 and 2. Our findings indicate that even with increased implementation of effective instructional practices, there are other factors that add complexity to student gains in systems thinking and decision-making, highlighting a critical need to synergize undergraduate learning experiences to facilitate the best learning outcomes.