Implementing Earth Systems Science Curriculum: Evaluating the Integration of Urban Environments for an Urban Audience

Abstract

This paper presents an evaluation of the implementation of Earth system science curriculum in a large format introductory course oriented for an urban audience. Similar to most universities, the University of Missouri-Kansas City's Department of Geosciences is located in an urban setting. Supported by NASA's Earth System Science Education Program (ESSE 21), the UMKC team developed and revised course content and teaching strategies by integrating a focus on urban environments as a key curriculum component. In an era of greatly expanding urban landscapes, growing resource pressures, and increasing societal impacts of natural hazards, engaging students in urban issues and the importance of Earth science is critical. Curriculum design is make strong connections to our students' sense of place- the urban environment. The curriculum relates Earth systems to human constructed landscapes. It also provides a range of assessment options maximizing student flexibility. Comparing performance results from the original course to two years of the restructured course demonstrates increases in performance. Curriculum changes in the restructured course are further evaluated through a broad range of assessments at different time scales. Assessments measure student content knowledge, a variety of active learning activities, and student self-efficacy. Finally, the success of impact of curriculum change and methods is evaluated. Student responses are favorable, and performance increases with time-on task activities such as pre-quizzes and weekly assignments. Alternative grading strategies such as in-class topical modules and Academic Service Learning increase student engagement and understanding. Students also demonstrate significant increases in the self-efficacy of their science knowledge.