Northeastern Section - 54th Annual Meeting - 2019

Paper No. 44-3
Presentation Time: 8:40 AM


FERRARO, Carrie1, HOLZER, Margaret2, PINSKY, Malin3, SELDEN, Rebecca3, PAPAIOANNOU, Eva4 and ST. MARTIN, Kevin5, (1)Marine and Coastal Sciences, Rutgers University, 71 Dudley Road, Suite 103, New Brunswick, NJ 08901-0000, (2)Graduate School of Education, Rutgers University and Chatham High School, New Brunswick, NJ, (3)Department of Ecology, Evolution, and Natural Resources, Rutgers University, New Brunswick, NJ 08901, (4)University of Dundee, Dundee, DD1 4HN, United Kingdom, (5)Department of Geography, Rutgers University, Piscataway, NJ 08854

Climate change presents a profound challenge to the sustainability of coastal systems. To address this challenge, students must engage in systems thinking to better understand the coupling between the environment and human activities. The inclusion of problem-based and inquiry instruction, i.e., case studies, into the classroom have been shown to enhance intrinsic motivation while also increasing scientific literacy and collaboration and problem solving skills. Moreover, studies indicate that the use of case studies enhances student ability to connect multiple content areas and understand multiple perspectives around an issue. This presentation will focus on the use of the case study method to share the research being done by members of the NSF funded “Adaptations of fish and fishing communities to rapid climate change” into how climate change is impacting the distribution and abundance of fish species, how fishers and fishing communities are adapting to shifts in species ranges and abundances, and how we can effectively manage fish species given the changing environment. Evaluation results from pilot testing by high school and undergraduate educators will highlight the challenges and benefits of utilizing this method and addressing complex socio-environmental issues.