This post is a part of a series on Science For Justice
I decided to pursue a career in science in part because my high school chemistry teacher believed in me and sent me on a glacier expedition. My research as a Masters and PhD candidate brought me to remote corners of the earth, exploring glaciers at all latitudes. At otherworldly sites, I sampled the chemistry of snow and glacier melt. Most of my work was based in Antarctica’s McMurdo Dry Valleys, earth’s analogue to Mars. It was just 100 years after the first explorers set foot on these lands and numerous programs funded scientific research in extreme ecosystems, such as the McMurdo Long Term Ecological Research Program, which enabled scientists to study and understand trends through time.
During my 2006 field season, a helicopter of twelve national political leaders descended on our camp to learn about polar science. I spent ten minutes talking to Senator John McCain, who had recently tried to pass legislation on global warming with Senator Joe Lieberman. After the policymakers flew off, I returned to the field, energized by science and optimistic that climate policy was on its way.
Connecting students to local issues
In 2011, I began my career at Wittenberg University in Springfield, Ohio. In Springfield, one in four elementary school children needs food assistance. Water quality is threatened by combined sewage overflow, which is amplified by aging infrastructure and climate inaction. While there were nominal resources to address these issues, the community response and rallying around this issue highlighted to me how important social capital is to problem-solving. Access to food and water for Springfield residents was at stake.
My experiences in Springfield and dismay at the lack of national climate policy impressed upon me that my students needed to learn about more than how earth and environmental systems work; they needed to know how their work connected to community and political decisions. Millennials are the largest block of voting aged citizens, but are the least likely to vote. They are inundated by partisan media but are able to quickly search for information for everyday decision making. As a whole, our recent graduates have discussed the big issues we face as a society, but have not reflected on how those issues manifest in their communities. Helping students see and realize their personal and local power is central to justice.
Each of my classes focuses on addressing major justice issues in our community. I see my introductory courses as science citizenship classes where students gain skills in evaluating the science they read and gain insight into the perspectives involved in local issue decision making. Our program features partnerships and working on community solutions-centered projects. Students evaluate carbon sequestration opportunities in vacant lots, soil health improvement strategies in places suffering from housing blight and soil lead contamination, and water quality solutions. Key to this work is having students reflect on their individual roles and what they have learned from community perspectives that informs next action steps.
Small changes in curricula can have a big impact
During my sabbatical I’ve reflected deeply, reviewed resources on teaching to support democracy, and created and compiled teaching resources that help science faculty interested in designing their courses and activities to support democracy. These include design prompts for identifying civic activities that fit the current roles and interests of faculty and resources to design courses around local issues and build student civic agency, or consider how you, as an invited speaker or host of a seminar series might help students think about their future roles as scientists or constituents.
Are you helping your students understand how to form a science supported-opinion? Are you teaching your students how to evaluate and communicate using science? Are you showing them the complexity of scientific problem-solving and the views incorporated or missed in political decision-making? Some teaching activities that help build these skills appear here. While some of the specific examples relate to teaching geology and environmental science, these strategies apply to any science faculty interested in making connections between their discipline and positive societal transformation.
I encourage other faculty to join me in building science literacy, agency, and designing curriculum to support informed, equitable, and just decisions. If you are just getting started, start by making one change, such as including an example of local or student-relevant science in your class, or including an op-ed writing or social media assignment. If you want to learn more about your community, consider inviting local experts as guest speakers, or exploring locally-relevant data. This may be especially important in small towns that sometimes lack fact sheets on climate change, water, or other resource trends. Finally, you might directly show your students how to take action by hosting a science literacy or advocacy event in your class through campus programming. Faculty play an important role in making science actionable.
Sarah Fortner, Ph.D., (@erthsarah) serves as the Geological Society of America Scholar in Residence for the American Geosciences Institute. She is an Associate Professor of Geology and Environmental Science at Wittenberg University. Both programs are recognized for civic excellence by the Association of American Colleges & Universities.
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