An Integrated Learning Community to Increase ...

An Integrated Learning Community to Increase Environmental Awareness Author(s): John Lemmons, Eleanor Saboski, Pamela Morgan, Jacque Carter, Owen Grumbling, Jaime Hylton Source: Environmental History Review, Vol. 16, No. 1, Special Curriculum Issue (Spring, 1992), pp. 64-76 Published by: Forest History Society and American Society for Environmental History Stable URL: http://www.jstor.org/stable/3985021 Accessed: 28/04/2009 19:56 By purchasing content from the publisher through the Service you agree to abide by the Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. These Terms and Conditions of Use provide, in part, that this Service is intended to enable your noncommercial use of the content. For other uses, please contact the publisher of the journal. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=fhs. Each copy of any part of the content transmitted through this Service must contain the same copyright notice that appears on the screen or printed page of such transmission.

For more information regarding this Service, please contact [email protected].

Forest History Society and American Society for Environmental History are collaborating with JSTOR to digitize, preserve and extend access to Environmental History Review.

http://www.jstor.org

64

ENVIRONMENTAL HISTORYREVIEW

SPRING

AN INTEGRATED LEARNING COMMUNITY TO INCREASEENVIRONMENTALAWARENESS INSTRUCTORS: John Lemmons, EleanorSaboski,Pamela Morgan, JacqueCarter,Owen Grumbling,JaimeHylton* Departmentof Life Sciences;* Departmentof LearningAssistance University of New England Biddeford,ME 04005 INTRODUCTION: As part of a three-yearcurriculumreformeffort, faculty members in the Departmentof Life Sciences at the University of New England decided to implementa learningcommunityinto the curriculumwhich integratesenvironmentalissues with three other disciplines (Because of space limations,we present only a brief descriptionof our learning community. More detailed description/discussion is available upon request from the authors).Thereis not a precise definition of learning communities because they have different characteristicsat different institutions. In general, they are built around common themes, and provide both faculty and students with an integrated learning experience in a collaborativeand supportive environment. There are several learning community models, ranging from courses that are linked together simply by virtue of common themes, to more comprehensive approaches where faculty and students work collaborativelytogetherin interdisciplinarycourses organized around a common theme. Instructors integrate syllabi and instructional approachesto varying degrees depending upon the type of learning community model used. Typically,3-4 faculty will work with 20-100 students in learningcommunities that may extend over either one or two semesters. Examples of well-known institutions with learning communitiesinclude EvergreenState College and State University of New York at Stony Brook; many other institutions with learning communities are described in Matthews (1986) and in various documents available from the Washington Center for Improving the Quality of Undergraduate Education (MacGregor, personal communication). One goal of learning communities is to develop a process of education said to be collaborative. Following Whipple (1987), we have defined several goals for our learningcommunity: (1) promote a

1992

INTEGRATED STUDIES COURSES

65

strong sense of purpose in its members; (2) facilitate depth of disciplinary knowledge while bridging the gaps between the disciplines;(3) improve learningof course content;(4) overcome some of the isolation between faculty and theirstudents;(5) improve faculty morale; (6) help students to be active instead of passive learners;(7) promote an integrated and coherent curriculum;(8) promote shared interests and experiences in both students and faculty, and develop the trust necessary to grapple with serious and controversialissues; (9) improve retention rates; (10) improve students'grades;and (11) provide a supportive environmentfor high-riskstudents and increase their retentionrates. Learning communities and their employed methodologies have been evaluated for efficacy by MacGregor (personal communication), Fraser et al. (1977), Johnson et al. (1981), Slavin (1983), Matthews (1986), among others. Evaluations indicate that learning communities fulfill the aforementioned goals better than more traditional educational structures.We are presently collecting data to assess the efficacyof our learningcommunity,and will publish our results after a three-yeartrialperiod. COMPONENTSOF THE LEARNINGCOMMUNITY All entering freshmen and some transfer students majoring in environmentalstudies, environmentalscience,or biology enroll in the learningcommunity. The theme of the year-longlearningcommunity is "Change,Constancy,and Interdependence."This themewas chosen because it represents so-called "unifying principles"(e.g., evolution, homeostasis, and interdependence)of environmental,biological,and social systems, and because it relatesenvironmentalstudies to biology and otherdisciplines. Generalcomponentsof the leaming community include biology, environmentalissues, literature,Englishcomposition, and skills/methods such as communication, critical thinking, and values. The number of semester credits awarded at the end of the successfully completed learning community for each component are: generalbiology (8),environmentalissues (3),literature(3),and English composition (4). Although credits are awarded in different subject areas,the materialis not presented as part of separatecourses or even as traditionallyteam-taughtcourses. Rather,materialis presented in an integrated fashion, consistent with the overriding philosophies behind learningcommunities. Two biology faculty,one environmental science/studies faculty, and one English faculty are learning community instructors.

66

ENVIRONMENTAL HISTORY REVIEW

SPRING

Weekly faculty meetings are held to plan content, process, and establish peer group support. Weekly student meetings are also held for the same reason. Weekly community meetings with students and faculty are also conducted to discuss process and performance, and provide feedbackto participants. LITERACYGOALS Consistent with the recently released report by the American Association for the Advancementof Science (1989),we have adopted four overall goals for biology literacy.First,students are encouraged to have an awareness of what the scientific endeavor is and how it relatesto theircultureand theirlives. Second, studentsareencouraged to have appropriate knowledge of biology and technology because of the influence of these fields in the modern world and because such knowledge makes the world more comprehensible and interesting. Third,we promote the idea that scientificliteracydemands more than just rote memorizationof factual material. It includes understanding cultural and intellectual history, and familiarity with ideas that transcend narrow disciplinary boundaries. Fourth, we stress that science as a social process consists, in part, of the transmission of shared habits, attitudes, values, and ways of thinking from one generationto the next. The primarygoal of the environmentalstudies component is to increase awareness about environmental problems, and understandingthathumansarepartof ecosystemsand interdependent cycles which involve otherorganisms,air,water,chemicals,and energy. Topics studied emphasize the relationships of humans to their environmentfrom perspectivesof the naturalsciences, social sciences, and the humanities,respectively. A numberof studies have identified the contentof environmental programsand the studentcompetencies/ outcomes to be achieved (Wilke 1985,Disinger and Schoenfeld 1986, 1987). The purpose of the literature component is to gain an understandingand appreciationof the artof literature,and to increase understanding of the relationshipsbetween biology, environmental issues, society, and culture. Recently, experts in biology and environmental education have recommended that students read beyond the textbook, and that they read literature that deals with culture, history, philosophy, discovery, and trials and tribulationsof scientists (Carter and Mayer 1988). Overall goals of the literature component include that students should: (1) understandthe potential

1992

COURSES INTEGRATED STUDIES

67

of literaturefor instructionand delight, as an interpretationof reality utilizing verbal constructsand relying upon the human imagination; (2) reflectupon biology, environmentalscienceand literatureas similar and dissimilar attempts of the human creative power to account for the world of experience;(3) explore some of the ways thatbiology and environmental science have contributed to modem literature and criticism,both implicitly and explicitly; (4) explore some of the ways that human values and systems of belief, as expressed in imaginative and criticalliterature,have influencedthe courseof scientificdiscovery; (5) acquire competence in using structuralistcritical theory, which utilizes concepts of seasonal life and life cycles in the naturalworld; and (6) consider the mutual critiquesof science and literature. The teaching of English composition is integrated with the content areas of the learning community,and specificallylinked with class materialand assignments to achieve the following goals: (1) help students master,accordingto individualstyles of learning,pre-writing techniques by which they will perceive more accurately,learn more effectively, and articulatetheir thoughts, emotions, and values more meaningfully;(2) guide students to compose logical, clear,persuasive textsin formsappropriateto communicationof scienceand to reflection upon its significance personally and socially; (3) help students internalizethe ability to recognize qualitiesof good writing as well as the ability to edit so as to attain those qualities;and (4) lead students to understand that writing, reading, and thinking are recursive activities integral to learning, and provide tools by which they will increase reading comprehension. LEARNINGCOMMUNITYMODULES The learning community is divided into several modules, which are changed frequently to accommodate students' interests. A problemsolving approachis utilized, wherein instructorsfrom each of the four content areas meet with students and open each module with a statementof the problem. The problem is then studied in the various courses, and the module concludes with a seminar where students have to apply and connect the various disciplines in solving the problem. Following, we briefly describe four recentmodules.

68


SPRING

MODULE1 WAYS OF KNOWING IntroductoryProblem:What is an Organism? Curricular Objective: Explore how the various disciplines provide differentperspectives to help us understandreality. 1. Construct a definition of literature considering it as a canon of value-laden, imaginative texts. 2. Identify, select, interpret, and apply ecological principles to the analysis of environmentalproblems. 3. Apply criticalthinking,problemsolving, and communication(verbal and quantitative) skills to the identification, analysis, and possible resolution of environmentalissues. 4. Define similaritiesand differences between science and literature as creativeactivities. 5. Understand the process of science, and acquire the skills used in this process. 6. Appreciatescience as a human endeavor. 7. Explorethe basis of controversybetween the claims of the creationist and the evolutionarybiologist. 8. Analyze how science has influenced human perspectives of the world in the past and future. Disciplinary Topics Biology: What is this body of knowledge called "science?" What is the scientific method? What is the difference between the theory of evolution and creationism?Greatdiscoveries in science. The role of creativityand imaginationin science.Whatis the "role"of the scientist in modem society today and tomorrow? Environmental Studies: How to analyze environmental problems using the greenhouse effect as a case study. Literature:What is literature?Creation myths and myth creation; creativityin scienceand literature;limitationsof science and literature. Concluding Seminar:Explorehow the various disciplines, each with their differing perspectives, have collectively contributed to our understandingof whales.

1992

INTEGRATED STUDIESCOURSES

69

MODULE 2 THE GENIEAND THE LAMP:KNOWLEDGEAND POWER IntroductoryProblem: Mapping the human genome. CurricularObjectives: Explorehow we use knowledge and values to help make decisions. 1. View samples of literature'scriticismof technology,and of literature written by scientists about the human dimensions of their work. 2. Gain a working knowledge of how imaginationand myth combine to create structuresthat help us understandliterarytexts. 3. Explore the relationship between environmental pollutants and genetic abnormalities. 4. Acquire a working knowledge of the structureand function of the cell. 5. Describehow and why cells divide. 6. Explainhow genetic informationis transmittedfromone generation to the next. 7. Explain how genetic informationin the cell is coded and how this code is expressed. 8. Explore some mechanisms of gene technology and assess the implications of gene technology for the individual, society and the environment. Disciplinary Topics Biology: Chemistry of life, cell structureand function, genetics, cell division, patterns of inheritance,gene structureand function, gene technology. Environmental Studies: Influence of environmental pollutants on the structureof DNA cancerclustering,radiationand health. Literature: Structuralist criticism, satires on science, value-laden writingsby scientists,the social power of literaturebroadlyconceived. Concluding Seminar:How do we use knowledge and values to make decisions about genetic technology?

70


SPRING

MODULE3 FUELFOR THOUGHT IntroductoryProblem:If the sun's radiantenergy began to fade, what would happen on the earth? CurricularObjectives: Understand the flow of energy through the biosphere and throughorganisms. 1. Become acquainted with value-laden, mythic interpretationsof energy flow. 2. Evaluateenergy choices for society. 3. Analyze how the laws of conservationof mass and the conservation of energy operate at the cellularlevel. 4. Describe how energy enters living cells, the different forms it can take within the cell, how it is used and how it leaves the cell. 5. Explainthe flow of energy through ecosystems. Disciplinary Topics: Biology: Energy flow through living cells, photosynthesis, cellular respiration,and ecosystems. Environmental Studies: Considering 1st and 2nd laws of thermodynamics, assess the energy choices available. Particular attentionwill be paid to nuclearas a choice. Literature:Energy relationshipsin myth, personal energy allocation. Concluding Seminar:Whatprinciplesnow govern and should govern our personal and social use of energy? MODULE4 AN ECOLOGICALTHEATERAND AN EVOLUTIONARYPLAY IntroductoryProblem:How will Gaia change? Curricular Objectives: Understand evolution and ecology as principlesof change and interdependence.

1992


71

1. Read and respond to artisticrenderings of personal evaluation of wilderness and species preservation. 2. Examinethe cultural factors that facilitatedand blocked Darwin's articulationof evolution by naturalselection. 3. Understand the impact of man on the biosphere as a unit and the species within it. 4. Gain a fundamental understanding of evolution by means of comparing and contrastingtheories of micro and macroevolutionary processes. 5. Explorethe interplaybetween evolution and ecology by examining the principalprocesses orderinglife on earth.Why are theredominant patternsof distributionof life on earth? 6. Ponder the planets future,in light of human activities,and consider the role that biologists have to play in improving that future. Disciplinary Topics Biology: Population genetics, Hardy-WeinbergPrinciple,mutation, genetic drift, migration selection. Evolution, macro vs. micro evolutionary processes, mechanism of speciation;ecology, ecological succession, biomes, fate of biosphere. EnvironmentalStudies:Explorethe impact that humans have had on selected ecosystems, study the results of the decrease of species diversity on ecosystems. Literature:Exploreecological and evolutionary thought in literature, using works from EdwardAbbey, LorenEiseley,Aldo Leopold,Farley Mowatt. Concluding Seminar: Whatis the currentstatus of the human species as intervenorin the evolution of the biosphere? TEACHINGMETHODOLOGIESAND THEIRRATIONALE Recent studies have been highly critical of traditional methods of teaching, such as predominant reliance on the lecture method. Two major criticisms are that traditional teaching approaches do not accommodate individual learning styles of students, and that they rely on passive as opposed to active learning. To accomplish our educational goals, we are not concerned solely with course content,

72


SPRING

but also emphasize pedagogical approaches in the classroom to accommodate students' individual learning styles. Toward this end, we administer several standard student assessment instruments to assess students' learning styles, critical thinking abilities, reading comprehensionlevels, and mathematicalskills. Results indicated significant variety of learning styles and skills/abilities. Consequently,we reviewed the literatureon teaching methodologies in order to develop instructional approaches to accommodate the variety of individual learning styles skills/abilities of our students, and to facilitatethe achievement of other educational goals such as active learning in order to enhance student learning of coursecontent. Based upon the resultsof the assessments,and review of the literatureon teachingmethodologies, the following approaches are utilized when needed. Fundamentalto our instructionalapproach is the implementationof writing, thinking and communicationskills as primarymeans of learning course content. Spacelimitationsprecludedetaileddescriptionsof our teaching methodologies. Briefly, the primary method of learning about environmental issues is based upon integration of writing and questioning in order to facilitate: (1) the learning of scientific/ technological material, and (2) the questioning, comparison and evaluation of complex and contrasting viewpoints regarding environmental problems, and (3) development of critical thinking skills. The approach requires close collaboration between an environmental studies/science instructor and a writing specialist, and is described in Hylton and Lemons (1986).The approach is also supported by both theoreticaland quantitativeresearchfrom studies in writing and cognitive psychology (Bloom 1956,Emig 1977,Wotring and Tierney 1982). We also utilize conceptmaps and clusteringtechniquesto help students understand the relationships between new concepts, work collaboratively,and think intuitively (Stewartet al. 1979,Novak 1980, Fisher et al. 1986, Ambron 1988). Outside readings (readings other than those in the primarytext) are used to increasestudent awareness of currentenvironmentalissues in science, thereby helping students link what they learnin the classroomto their everyday lives. Students also read literaturethat enables them to view the natural world from the perspectives of not only scientists, but literary scholars, philosophers,etc. Scientificpapers (primarysources)are used to give students a first-hand view of the scientific method. Following the work of others, we use outside readings to emphasize the human aspects of science (Larson 1986), improve attitudes toward reading

1992


73

comprehensionof environmentaland biologicalmaterial(Ewing et al. 1987),increasestudentunderstandingof the relevancyof subjectmatter (Uno 1988),and develop higherordercognitiveskillssuchas evaluation and synthesis (Watermanand Rissler 1982, Self et al. 1989). Case study approachesare used to help students makedecisionsconcerning science-based social issues (Barmanand Hendrix 1983, Wilson and (Tomera1980,Wheatley1986).Problem-solvingmodulesareemployed to promote active learningand criticalthinking(Millerand Cheetham 1990). Process-oriented and student-directed laboratories enable students to learn first-handof the scientificprocess. Studentshave the opportunity in laboratoriesto reason as scientists do; to use the skills of observation, data collection, hypothesis formation,and inference, to name a few. There is also the opportunity for them to use general inquiry processes such as problem solving, decision-making, and clarificationof values (Medveand Pugliese,1987,Igelsrudand Leonard 1988). Student-directedor investigative laboratoriesenable students to design their own experimentsand provide them with experiencein the use of science process skills (Fogle 1985, Mills, 1981, Davis and Black 1985/86, Callery and Koritz 1982, Moll and Allen 1982b, Manteuffeland Laetsch1980).

FACULTY SUPPORT

The learning community approach is challenging for both students and faculty. Faculty need to spend significant time discussing integration of course content and teaching approaches. Faculty development time is also requiredto enablefacultymembersto study, learn,and become acquaintedwith the learningcommunityapproach and new methods of teaching. If such time is not made available,the efficacy of the approachcan be compromised. REFERENCES Ambron, J. 1988. "Clustering:An interactive technique to enhance learningin biology."Journalof CollegeScienceTeaching(Nov): 122-127. AmericanAssociation for the Advancementof Science. 1989. ScienceforAll Americans.Washington, D.C.:AmericanAssociationfor the Advancement of Science.

74

HISTORYREVIEW ENVIRONMENTAL

SPRING

Barman,C.R. and J.R. Hendrix. 1983. "Exploringbioethical issues: an instructionalmodel."TheAmericanBiologyTeacher45(1):2331. Bloom,B.S. 1956. Taxonomy Handbook of EducationalObjectives: I. TheCognitiveDomain.New York:David McKay. Callery, M.L. and H.G. Koritz. 1982. "Lab biology for the nonmajor:access, activity, analysis."Journalof ScienceCollegeTeaching (Feb):225-227. Carter, J.L. and W.V. Mayer. 1988. "Reading beyond the textbook:Greatbooks of biology." BioScience38:490-492. Davis, W.E. and S. Black. 1985/86. "Studentopinion of the investigativeformat."JournalofCollegeScienceTeaching(Dec/Jan):187209. Disinger, J. and J. Opie (eds). 1986. Environmental education: Progresstowarda sustainablefuture.North American Association for EnvironmentalEducation.Troy,OH. 538 pgs. Disinger, J. and J. Schoenfeld (eds). 1986. "Focus on environmentalstudies."TheEnvironmental 9: 185-274. Professional Emig, J. 1977. "Writing as a mode of learning." College andCommunication 28: 122-128. Composition Ewing, M.S., N.J. Campbell and M.J.M. Brown. 1987. "Improvingstudentattitudestowardbiology by encouragingscientific literacy." TheAmericanBiologyTeacher49(6):348-350. Fisher, K.M., Lipson, J.I., Hildebrand, A.C., Miguel, L., Schoenberg, N. and N. Porter. 1986. "Student misconceptions and teacher assumptions in college biology." Journalof CollegeScience Teaching(Feb):276-280. Fogle,T. 1985."Student-directedbiology lab investigations." Journalof CollegeScienceTeaching(Feb):345-348.

1992

INTEGRATEDSTUDIESCOURSES

75

Fraser,S.C., A.L. Beaman,E. Diener, and R.T. Kelem. 1977. "Two,three,or four heads are betterthan one: Modificationof college performanceby peer monitoring."Journalof Educational Psychology69: 101-108. Hylton, J. and J. Lemons. 1986. "Writing as a Primary Teaching Mode in Environmental Studies Courses." Environmental EducationandInformation 5: 155-162. Igelsrud, D. and W.H. Leonard. 1988. "Whatresearchsays about biology lab instruction."TheAmericanBiologyTeacher50(5):303306. Johnson,D.W., G. Maruyama,R. Johnson,D. Nelson, and L. Skon. "Effectsof cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis."PsychologicalBulletin 89:47-58. Larson,J.H. 1986. "Thehumanizationof science: A classroom exercise."Journalof CollegeScienceTeaching(May):542-543. MacGregor,J.personal communication.Copies of evaluation instrumentsand data are availableupon request from JohnLemons. Manteuffel,M.S. and W.M. Laetsch. 1980. "The anatomy of studentinvestigationsin a generalbiology course."TheAmerican Biology Teacher42(8):462-467. Matthews,R. 1986. "Learningcommunitiesin the community college." TheCommunity,Technical, andJuniorCollegeJournal.October/ November:44-47. Medve, R.J.and F.A. Pugliese. 1987. "Science as a process." The AmericanBiologyTeacher49(5):272-277. Miller,J.E.and R.D. Cheetham.1990. "Teachingfreshmento think-activelearningin introductorybiology."Bioscience 40(5):388-391. Mills, V.M. 1981. "The investigative laboratory in introductory biology courses: A practical approach." The American BiologyTeacher43(7):364-368.

76

HISTORYREVIEW ENVIRONMENTAL

SPRING

Moll, M.B. and R.D. Allen. 1982. "Student and graduate teaching assistant response to investigative laboratories."Journal of CollegeScienceTeaching(Feb):219-222. Novak, J.D. 1980. "Learningtheory applied to the biology classroom."TheAmericanBiologyTeacher42(5):280-285. Self, C.C., Self, M.A.N., and D.C. Self. 1989. "Science as a process:Modus operandi."TheAmericanBiologyTeacher51(3):159-161. Learning.New York:Longman. Slavin, R.E.1983.Cooperative Stewart,J., Van Kirk,J. and R. Rowell. 1979. "Conceptmaps: A tool for use in biology teaching." TheAmericanBiologyTeacher41: 171-1. Waterman,M.A. and J.F.Rissler.1982.JournalofCollegeScience Teaching(May):336-340. Wheatley, J. 1986. "The use of case studies in the science classroom."Journalof CollegeScienceTeaching(Mar/Apr):428-431. Whipple, W.R. 1987. "Collaborativelearning:Recognizing it when we see it." AAHEBulletinOctober(no page numbers). Wilkel, R.J. 1985. "Mandating preservice environmental education teacher training:The Wisconsin experience."TheJournalof Environmental Education17: 1-8. Wilson, R.J.and A.N. Tomera. 1980. "Enrichingtraditional biology with an environmentalperspective."Journalof Environmental Education12:8-12. Wotring, A., and R. Tierney. 1982. "Using Writing to Learn Science."BayArea WritingProject,Berkeley,California:University of CaliforniaPress.