Abstract
Abstract. Integration of remote sensing techniques and Environmental Science methodologies in placed-based curriculum design creates unique learning opportunities. To promote introductory-level student engagement with STEM, our team designed a set of multidisciplinary teaching materials to intensely examine a single location: the Lake Sidney Lanier watershed of North Georgia, USA. Using a combination of scientific approaches from a variety of disciplines, course exercises encourage students to holistically learn about environmental conditions within the watershed. Remote sensing exercises are embedded throughout the course content and include analysis of historic aerial imagery, Landsat-derived dynamic surface water extent, google timelapse land cover change, Sentinel 2 spectral bands, and evaluation of topography.Fundamental spatial concepts of scale and connectivity are considered using interdisciplinary approaches and local data. Landscape ecology is presented alongside remote sensing concepts of spatial and temporal resolution. This allows students to think about the diverse ways scientists understand scale, pattern, and the definition of “place”. Multiple data sources are also provided for each topic. For example, remote sensing imagery is used to investigate surface water conditions during drought and high-rainfall time periods. In addition, USGS streamgage river discharge data and rainfall estimates are provided for students to examine drought history using multiple parameters. Lastly, sensor deployment and limitations of each data source are described so that students understand both the history of place as well as the process and development of science. Through the use of a place-based curriculum design and interdisciplinary lab exercises, students gain a holistic understanding of a regional watershed.
Highlights
Student engagement in introductory STEM courses is a strong indicator of subsequent success and retention in higher education (Roberts, 2018)
While there are numerous teaching methods to encourage student participation, place-based education has persisted over two decades as a successful experiential learning strategy (Haskin, 1999; Johnson, 2012)
The goal of this project was to generate placed-based introductory STEM teaching materials incorporating both environmental science and remote sensing concepts. This project examines the Lake Lanier watershed in North Georgia, U.S The Lake Lanier watershed includes the University of North Georgia Gainesville campus and is the home location for the majority of our students
Summary
Student engagement in introductory STEM courses is a strong indicator of subsequent success and retention in higher education (Roberts, 2018). While there are numerous teaching methods to encourage student participation, place-based education has persisted over two decades as a successful experiential learning strategy (Haskin, 1999; Johnson, 2012). The goal of this project was to generate placed-based introductory STEM teaching materials incorporating both environmental science and remote sensing concepts. This project examines the Lake Lanier watershed in North Georgia, U.S The Lake Lanier watershed includes the University of North Georgia Gainesville campus and is the home location for the majority of our students. Examining the local watershed allows students to continue making connections between coursework and their lives as they move throughout their day within the study area environment
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