WHAT ARE WE TEACHING IN INTRODUCTORY ENVIRONMENTAL COURSES, WHAT IS MISSING, AND WHAT TO DO ABOUT IT?

Environmental science(s)/studies and other interdisciplinary programs focused on the environment (IEPs) are expanding in number and scope, with conceptual boundaries that change as programs evolve and new types of programs develop. Unlike disciplinary fields, IEPs comprise a complex integration of social and natural sciences centered on the interactions of coupled human and natural systems. In addition to their inherent curricular diversity, the interdisciplinary nature of IEPs do not lend themselves to traditional discipline-specific concept inventory frameworks for critically evaluating preconceptions and learning. Concept integration of the Food-Energy-Water (FEW) Nexus connects environmental processes, management, policy, and socioeconomics of FEW resources but there are assessment gaps. The need for education research and collaboration in the FEW Nexus is recognized by the recently funded National Collaborative for Research on Food, Energy, and Water Education (NC-FEW). Here we present a content analysis of 23 college-level introductory environmental course syllabi and course materials (textbooks, readings, assessments, student learning outcomes) to identify common interdisciplinary FEW concepts. Results demonstrate that these introductory courses typically dedicate critical course time to particular resources, such as water, that integrate complexity of interactions between societies, ecosystems, and the biosphere. Findings from analyses of introductory environmental course syllabi and course materials reveal that consistency is conspicuously missing in topic coverage, especially sporadic when it comes to the social dimensions of environmental issues. Other universally shared, albeit not as recurrent, themes include climate change, ecology, and energy. However, coverage of topics such as economics and public policy vary significantly among IEP courses. We describe alignment of introductory IEP courses with each other, and to the foundational science background of the content. This talk addresses introductory courses not only to show where the gaps are, but to suggest ways to fill them in order to be able to more effectively get on with the important work we do as ESS scholars and teachers.