Broadening Student Horizons: The Development, Delivery, and Assessment of a New Course in Earth System Science

Journal of Geoscience Education, May 2006 by Hurtt, G C, Wake, C, Wawrzeniak, T, Frappier, A, Et al

* Realistic estimate of student time commitment,

* Consideration of the learning value of varied repetition,

* Awareness of the foundational nature of an ESS orientation for graduate students

Given these considerations, a sequence of basic and advanced topics and case studies were selected to illustrate particular frameworks, approaches, concepts, and tools in Earth System Science. Selecting course content was a difficult task, as many important examples had to be dropped. However, the process provided us with a rich list of topics for potential student team projects.

Readings - The anticipated range of student backgrounds influenced our selection of a broadly accessible intermediate-level textbook (Kump et al., 2004). Students were responsible for using this text and other resources to meet a consistent level of preparation throughout the course. Readings were chosen to provide essential background, and to promote informed discussion of key Earth System Science issues. We stratified all reading assignments into basic and advanced categories. Basic readings from the textbook were combined with advanced readings that consisted of peer reviewed journal articles on specific studies.

Lectures - Lectures were designed to provide background on the components (atmosphere, hydrosphere, cryosphere, biosphere, and lithosphere), dynamics (e.g., energy budget, water cycle, biogeochemical cycles), and changes in the Earth System. Lectures in the first part of the course focused on ESS concepts, components, and cycles. The second part of the course focused on case studies emphasizing interactions, feedbacks, and change over time. Examples of both positive and negative feedbacks were presented and discussed. Phenomena such as coupled oceanatmosphere circulation systems (e.g., ENSO, Arctic Oscillation), the complex role of clouds in the water cycle, and important interactions between the biosphere and atmosphere (e.g. deforestation and energy balance) were examined. All lecture materials were developed in an electronic format (e.g., MS Word, PowerPoint, PDF). This allowed for rapid incorporation of recent research, data, models, and visualization into the lectures, and provided a means to archive the lectures and to share our learning resources with others.

All lectures were given using modern teaching methods that embraced good practice principles and an active learning-centered paradigm (Bonwell and Eison, 1991; Barr and Tagg, 1995; Cross 1998; Chickering and Gamson, 1987; Chickering and Gamson 1999). Concepts were typically presented in short blocks (

NASA-GSFC participation provided a special degree of enrichment by exposing students to the breadth and depth of implementing space-borne observational projects and the application of data from such projects/missions in Earth System Science. A seminar series or 5 NASA scientists was required, and open to the wider university community. Presentations were coordinated with course content when feasible. Invited speakers also met informally with students giving them opportunities to discuss key ESS issues, learn about NASA activities, and ask about career opportunities.