From the Ground Up: Building an Undergraduate Earth Systems Curriculum

Journal of Geoscience Education, May 2006 by Head, William D, Alexander, Susan E, Moore, Steven W, Melton, Forrest S

ABSTRACT

It is rare that an interdisciplinary group of educators has the opportunity to design a science curriculum without the constraints of pre-existing academic departments. In 1994, California State University Monterey Bay (CSUMB) acquired 1,387 acres from the U.S. Department of the Army and began construction of a new campus. CSUMB was developed as a four-year undergraduate university distinctive in its mission to serve the diverse people of California. Inspired by the Earth System Science Education program initiated by NASA and the Universities Space Research Association, CSUMB embarked upon the development of an interdisciplinary Earth systems curriculum that placed a strong emphasis on experience-based learning; integration of science, technology, and policy; outreach to minority students; and partnerships with the local community. Our cornerstone program is the Bachelor of Science in Earth Systems Science & Policy. It is built on a pyramid-style framework that includes integration, a systems approach, and applied technologies (base of the pyramid); a junior entry course, case studies, concentrations, service learning, student internships, and research experiences (middle of the pyramid); and senior capstone projects (apex of the pyramid). However, to succeed, new and innovative programs must constantly evaluate where they have been, where they are, and where they need to go to meet the needs of their students today and their students of the future.

INTRODUCTION

Founded in 1994, California State University, Monterey Bay (CSUMB) is a full service four-year undergraduate university distinctive in its mission to serve the diverse people of California, especially the working class, historically underrepresented, and low-income populations. The U.S. Department of Education recognizes CSUMB as a Hispanic Serving Institution, with Hispanic students accounting for over 27% of the total enrollment at CSUMB.

The momentum of the national Earth System Science Education effort (ESSE I, ESSE II) guided the initial planning of the Earth Systems Science & Policy program at CSUMB. We started with a clean slate and an opportunity to experiment. There was a specific mandate by the university to implement new and innovative pedagogy, infuse technology, implement integrated degree programs, and offer service to the community. There were no traditional science degree programs at the University with which to compete.

Guided by our unique physical location, escalating global and local environmental issues and challenges, and a desire to offer students an interdisciplinary, dynamic program that effectively linked science, technology, and policy, we embarked upon a Bachelor of Science program in Earth Systems Science & Policy (ESSP) in 1995. We wanted the program to offer an integrative pedagogical pathway to students that was different from the more traditional, and more common, environmental science programs. While our pedagogical approach has evolved over thepast decade, our Mission has remained the same: To enable students to understand the Earth's systems and their interactions through applied learning and research with an emphasis on marine, coastal, and watershed systems. Three overarching goals unite the program:

* To enable students to apply an Earth systems perspective to evaluate and solve environmental problems using scientific, technical, and analytical skills.

* To prepare students for leadership roles in which they will contribute to effective policy solutions based on an understanding of the interactions between humans and their biological and physical surroundings.

* To educate students who will be qualified to pursue ethical and rewarding career pathways.

One of the initial challenges faced in developing an interdisciplinary Earth systems curriculum was defining the scope and focus or Earth systems science at our university. A National Science Foundation (NSF) report by Ireton et al. (1996) identified six key themes for inclusion in any Earth systems science curricula: 1) Understanding of Earth's subsystems (the atmosphere, biosphere, cyrosphere, hydrosphere, solid Earth, and near space environment); 2) Interaction and evolution of these subsystems on different temporal and spatial scales involving the flow of matter and energy; 3) The nature of human interactions with the environment; 4) The relevance of the Earth system to the individual and to society; 5) Natural hazards and natural resources; and 6) The nature of scientific knowledge and its historical development. The sub-systems identified in the first theme nave come to be commonly known as the Earth system 'spheres', and are representative of the component scientific disciplines that comprise Earth system science. Consistent with the third theme identified by Ireton et al. (1996), the nature of human interactions with the environment, CSUMB added an additional sphere to its curriculum, the anthrosphere, which encompasses economics, environmental policy, and ethics. Johnson et al. (1997) built upon reports by NASA (1986) and Sigma XI (1994) to provide an initial scope for Earth systems science education as an approach that "fosters synthesis and the development of a holistic model in which disciplinary process and action lead to synergistic interdisciplinary relevance." CSUMB used tnis approach to develop an innovative, interdisciplinary program linking natural science, physical science, technology, economics, and policy.