Innovations in Undergraduate Teaching and Learning of Earth and Environmental Science, with a Focus on Climate Change

Vol. 51, No. 4, 2022 T he quality of undergraduate education has been a matter of concern among policy and research institutions for some time (Association of American Universities [AAU], 2018; National Research Council [NRC], 2012, 2011; Zusman, 1999; Boyer Commission on Educating Undergraduates in the Research University [Boyer Commission], 1998). According to many of the metrics used by institutions of higher education (IHEs)—such as course enrollment, number and completion of STEM majors, and student learning and engagement (National Academies of Sciences, Engineering, and Medicine [NAS], 2018b; Eagan, 2016; Ferrare & Lee, 2014)—STEM education discourages too many undergraduates from remaining in their field of interest and remains predominantly lecture-based (Stains et al., 2018). Policy documents (e.g., President’s Council of Advisors on Science and Technology [PCAST], 2012; Beichner et al., 2007; Boyer Commission, 1998) draw on the learning sciences to advocate for “evidence-based” methods that will renew undergraduate education. Generally, these include curriculum redesign and pedagogical methods that attend to student engagement and agency. In this article, we examine the education research literature between Innovations in Undergraduate Teaching and Learning of Earth and Environmental Science, with a Focus on Climate Change

第51卷，第4期，2022年 本科教育质量一段时间以来一直是政策和研究机构关注的问题（美国大学协会[AAU]，2018年；美国国家研究委员会[NRC]，2012年，2011年；祖斯曼，1999年；研究型大学本科生教育博耶委员会[博耶委员会]，1998年）。根据高等教育机构（IHEs）使用的许多指标——例如课程注册人数、STEM专业的数量和完成情况以及学生的学习和参与度（美国国家科学院、工程院和医学院[NAS]，2018b；伊根，2016年；费拉尔和李，2014年）——STEM教育使太多本科生不愿留在他们感兴趣的领域，并且仍然主要以讲授为基础（斯坦斯等人，2018年）。政策文件（例如，总统科学技术顾问委员会[PCAST]，2012年；贝希纳等人，2007年；博耶委员会，1998年）借鉴学习科学，倡导将革新本科教育的“基于证据的”方法。一般来说，这些包括课程重新设计以及关注学生参与和自主的教学方法。在本文中，我们研究了地球与环境科学本科教学创新之间的教育研究文献，重点是气候变化