Interdisciplinary Environmental Science Research Articles

Bio-fabricated silver nanocatalyst for photocatalytic degradation and organic transformation of toxic pollutants

Water pollution is major issue in global due rapid industrialization. The release of textile dyes from the industries to the environment has become a significant health issue to humans, trees and animals. The work describes the green synthesis of Mexican mint leaves plant derived silver nanoparticles (MM-AgNPs). The synthesized MM-AgNPs was well characterized by several techniques. MM-AgNPs used as photocatalytic degradation of toxic dyes and catalytic transformation of 4-nitrophenol into 4-aminophenol. Interestingly, Toluidine blue, Congo red, Pyronine Y dye, after mixing with NaBH4 and MM-AgNPs were completely decolorized. The degradation efficiency was calculated for each dye and kinetic parameters. Also, MM-AgNPs act good catalyst for the decolorized of dyes from industrial wastewater and degradation mechanism was proposed. Further synthesized MM-AgNPs applied as a catalyst for the reduction of 4-nitrophenol to 4-aminophenol within 8 min. Finally, this work is more suitable for the good photocatalytic degradation and reduction in the filled of interdisciplinary material science and environmental science.

The importance of cultivating awareness of environmental matters in science classrooms: a cross-regional study

AbstractAs scientific literacy plays a contributing role in identifying, analysing, and solving environmental matters that our world is facing, there is growing consensus to mandate environmental matters in science classrooms following five decades of efforts in promoting environmental education. However, much remains unknown about the relationship between students’ awareness of environmental matters and their science literacy scores on standardised test. Using data drawn from the 2015 Program for International Student Assessment (PISA) science performance assessment, this study investigates the relationship between students’ awareness of environmental matters and their science literacy scores in the context of established predictors for science learning. In all the regions’ multilevel models ranging from medium to large effect sizes, a significant and positive relationship emerges between students’ awareness of environmental matters and science literacy scores. Among the well-known predictors for science learning, student science self-efficacy associates positively with student science literacy scores across the regions. In contrast, inquiry-based science instruction associates negatively with the scores. Except for these two well-known predictors, variations exist in the relationships between other variables among the regions. Given all the regions’ evidence showing the positive linkage between students’ awareness of environmental matters and science literacy scores, the present study signifies the importance of integrating environmental issues into traditional science classrooms, suggesting that there should be systematic supports that enable both environmental and science educators to collaborate towards the development of an interdisciplinary environmental science curriculum.

Institutionalising interdisciplinarity in PhD training: challenging and redefining expertise in problem-oriented research

Interdisciplinary research is gathering increasing support from sustainability scholars, however, there is little dialogue between scholarship on interdisciplinarity and interdisciplinary environmental science education. The aim of this paper is to take stock of the insights of studies of interdisciplinary research to inform environmental research and education. We take as our case study a research centre in Spain, which created an interdisciplinary PhD programme on climate change. The analysis is based on 18 interviews with PhD students and supervisors. We focus on: (i) the need to train experts while redefining expertise outside of disciplinary boundaries; (ii) the practical and institutional challenges of interdisciplinarity in the context of PhD training; and (iii) the challenges of assessing the quality across disciplines. Our results show that conflicts with institutional requirements lead to a tendency to abandon interdisciplinary aspects and to the training of experts narrowly centred on the specific problem they analyse.

Information literacy skills and learning gaps– Students' experiences and teachers' perceptions in interdisciplinary environmental science

Despite the ease of accessing information in the digital age, environmental science students need information literacy (IL) to competently tackle complex problems and sustainability challenges. Students' experiences and teachers' perceptions of student IL skills in an environmental science program were investigated through student questionnaires and teacher interviews to identify students IL competence and eventual learning gaps in the program. Students expressed confidence in IL, more strongly in basic skills such as information search and source criticism than advanced skills; critical thinking and analysing, interpreting, and creating information. They found formulating problems and locating and assessing information to be challenging, despite repeated training in tutorial groups. Teachers similarly perceived students to be most competent in accessing relevant information while using information is more challenging. This could be linked to the complexity and interdisciplinarity environmental science. Findings suggest that IL learning gaps could be bridged by greater focus on systematic IL training, intentional training on advanced skills, and iterative training of both basic and advanced skills by strengthening faculty and librarians collaborative teaching.

Course-based undergraduate research experiences in a remote setting: Two case studies documenting implementation and student perceptions.

Inquiry‐based components of ecology curricula can be valuable, exposing students to what it means to do science, from conceiving of a meaningful question to effectively disseminating results to an audience. Here, we describe two approaches for implementing independent, remote research for undergraduates enacted in the spring semester of 2020 at Reed College in Portland, OR, reporting case studies from an intermediate‐level ecology course and an interdisciplinary environmental science course. We report on both the challenges as well as the novel opportunities for independent research projects in such a setting, the details of how projects were implemented, the tools and resources that may help facilitate such endeavors, as well as perceptions on the effectiveness of this endeavor by students. As institutes of higher education continue to operate in an online learning environment, we hope these materials help spark a discussion about how to engage in meaningful research experiences as part of coursework in the COVID‐19 era and beyond.

Posters as an effective assessment tool for a capstone course

A rubric was developed to assess student posters as a mechanism to evaluate learning outcomes for a senior capstone course. The analytic rubric allows for the efficient and systematic collection of data from posters by students who worked across a variety of disciplines including the physical, biological, Earth sciences, social science, and the humanities. The rubric effectively addressed a fundamental assumption and requirement put forth during rubric development, that is, it needs to be relatively easy to use without training while at the same time producing consistent results across evaluators. The overall Chronbach’s alpha of 0.80 across semesters indicates acceptable inter-rater reliability. Data generated by assessment of 106 interdisciplinary posters indicates a general, yet not statistically significant, improvement, in total scores from the spring 2014 to spring 2018, documents student proficiency, and captures the variability in the quality of the various projects. The rubric was primarily developed as a tool to inform formative assessment, but it is also a teaching tool. Its use in providing feedback and as reflection tool enhances the learning experience for students and increases the impact of the senior thesis process on their professional development. The use of a student feedback questionnaire has informed reflective instructional practice. This resulted in an increased emphasis within the capstone course on the inclusion of reference citations, use of informal writing activities, and frequency of meetings with faculty mentors. The results from our approach should be encouraging to other interdisciplinary environmental studies and science programs that seek to efficiently and effectively impact student learning outcomes and evaluate the impact of course changes over several semesters.

Team climate mediates the effect of diversity on environmental science team satisfaction and data sharing

Scientific research—especially high-impact research—is increasingly being performed in teams that are interdisciplinary and demographically diverse. Nevertheless, very little research has investigated how the climate on these diverse science teams affects data sharing or the experiences of their members. To address these gaps, we conducted a quantitative study of 266 scientists from 105 NSF-funded interdisciplinary environmental science teams. We examined how team climate mediates the associations between team diversity and three outcomes: satisfaction with the team, satisfaction with authorship practices, and perceptions of the frequency of data sharing. Using path analyses, we found that individuals from underrepresented groups perceived team climate more negatively, which was associated with lower satisfaction with the team and more negative perceptions of authorship practices and data sharing on the team. However, individuals on teams with more demographic diversity reported a more positive climate than those on teams with less demographic diversity. These results highlight the importance of team climate, the value of diverse teams for team climate, and barriers to the full inclusion and support of individuals from underrepresented groups in interdisciplinary science teams.

Missing the Mark: A New Form of Honorary Authorship Motivated by Desires for Inclusion

As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n = 6) and early-career project members (n = 6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation.

Scientificity and Rationality of Chinese Traditional Classical Fengshui Theory

Chinese traditional Fengshui theory was the fundamental basis, norm, and guiding ideology for site selection, planning, design, and building of residences in the ancient times. Based on the main classical theories of Chinese ancient Fengshui theory and the classical Fengshui model which is suitable for the planning and design of space field, this paper discusses and analyzes the Chinese traditional Fengshui theory from the multidisciplinary perspectives of hydrology, climatology, geology, topography, landscape ecology, environmental psychology, with an aim to demonstrate its scientificity and rationality, thereby, promote correct understanding and reasonable application of it. The conclusion is that Fengshui is based on multi-disciplinary knowledge, especially contains a large number of geological geography knowledge, and reflects the distinct principles of environmental ecology and sustainability. It is a comprehensive and systemic theory of planning and designing environment and architecture from the perspective of the modern scientific theory. The paper also aims to corroborate that Chinese traditional classical Fengshui theory is not only a culture or latent science, but also a comprehensive and interdisciplinary geography and environmental science with rich humanistic connotation. Therefore, it can and should be used extensively in the land-use policy, urban planning, landscape restoration, environmental protection, etc, and should be spread from China to Asian countries with similar cultural heritage, and even to the rest of the world.

Honorary Authorship Practices in Environmental Science Teams: Structural and Cultural Factors and Solutions

ABSTRACTOverinclusive authorship practices such as honorary or guest authorship have been widely reported, and they appear to be exacerbated by the rise of large interdisciplinary collaborations that make authorship decisions particularly complex. Although many studies have reported on the frequency of honorary authorship and potential solutions to it, few have probed how the underlying dynamics of large interdisciplinary teams contribute to the problem. This article reports on a qualitative study of the authorship standards and practices of six National Science Foundation-funded interdisciplinary environmental science teams. Using interviews of the lead principal investigator and an early-career member on each team, our study explores the nature of honorary authorship practices as well as some of the motivating factors that may contribute to these practices. These factors include both structural elements (policies and procedures) and cultural elements (values and norms) that cross organizational boundaries. Therefore, we provide recommendations that address the intersection of these factors and that can be applied at multiple organizational levels.

Erratum to: The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results from a Nation-Wide Survey in the United States.

Erratum to: The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results from a Nation-Wide Survey in the United States.

One health-Transdisciplinary opportunities for SETAC leadership in integrating and improving the health of people, animals, and the environment.

One Health is a collaborative, transdisciplinary effort working locally, nationally, and globally to improve health for people, animals, plants, and the environment. The term is relatively new (from ∼2003), and it is increasingly common to see One Health included by name in interinstitutional research partnerships, conferences, communications, and organizational frameworks, particularly those championed by the human health and veterinary medical communities. Environmental quality is arguably the least developed component within the One Health framework, but can be guided by expertise within the Society of Environmental Toxicology and Chemistry (SETAC). Despite SETAC's long history of tripartite (academic, government, business) interdisciplinary environmental science activities, the term “One Health” is seldom used in SETAC communications (i.e., many of SETAC's activities are guided by One Health, but it is called by other names in SETAC's journals, newsletters, and presentations). Accordingly, the objective of this Focus article is to introduce the One Health concept to the SETAC membership. The article discusses the origins, evolution, and utility of the One Health approach as an organizational framework and provides key examples of ways in which SETAC expertise can benefit the One Health community. The authors assert that One Health needs SETAC and, to be most effective, SETAC needs One Health. Given that One Health to date has focused too little on the environment, on ecosystems, and on contaminants, SETAC's constructive involvement in One Health presents an opportunity to accelerate actions that will ultimately better protect human and ecosystem health. Environ Toxicol Chem 2016;35:2383–2391. © 2016 SETAC

Tribute to Sun Kwok

Sun Kwok was bom in Hong Kong in 1949. He did all his early schooling in Hong Kong and went to the same high school, Pui Ching Middle School, as I did but he was more than a decade later. There are two Education Systems in Hong Kong; the Chinese Language Schools and English Language School. Pui Ching was started by Christian missionaries in China and has a long history of providing quality education. Pui Ching is a Chinese Language School, and during colonial times, school entrance was difficult for students as we were not eligible to apply for admission to the University of Hong Kong, nor were we able to join the civil service. In spite of these handicaps, the school still managed to produce many excellent academics, including one Nobel Prize winner in physics and one Field's medalist in mathematics. Most of its graduates who sought further education went to the U.S. Or Canada as Sun Kwok did. Sun graduated from McMaster University and then went to the University of Minnesota for graduate studies.

The Need for Social Ethics in Interdisciplinary Environmental Science Graduate Programs: Results from a Nation-Wide Survey in the United States.

Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs (IESPs) in these issues, which we refer to as "social ethics." A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty from 81 United States colleges and universities offering IESPs (480 surveys were completed). Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students' interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools.

Urban forestry and arboriculture as interdisciplinary environmental science: importance and incorporation of other disciplines

Urban forests - trees and vegetation in cities - produce numerous benefits for urban residents. The study and practice of urban forestry aims to understand how trees and their benefits are produced and maintained over time. Urban forestry (tree population management) and the related field of arboriculture (single-tree management) are less known outside of the forestry and horticulture disciplines in which these fields developed. Because urban forests are best understood as social-ecological systems, urban forestry research using interdisciplinary methods and theory is beginning to become more common. In this paper, we surveyed educators and leaders of urban forestry and/or arboriculture programs across the world to examine the interdisciplinary basis of these programs. We summarize here the responses of 116 institutions of higher education (85 within the United States) with urban forestry and/or arboriculture coursework. Seventy-four percent of institutions considered urban forestry/arboriculture to be interdisciplinary. Some disciplines (e.g., biology/ecology, forestry) are already very incorporated into their program's current curriculum, and the importance of several other disciplines is recognized even while incorporation is not yet fully realized (e.g., urban planning, natural resource management, environmental science/studies). However, many major disciplines that have relevance to urban forestry/arboriculture are not rated as particularly important to the field, much less incorporated into curriculum (e.g., anthropology/sociology, economics, engineering, public policy/public affairs). Our study serves as a foundation on which to begin strengthening the interdisciplinary ties of urban forestry and arboriculture.

The renewable revolution: how we can fight climate change, prevent energy wars, revitalize the economy, and transition to a sustainable future

Our environment and society is threatened by fuel shortages, a changing climate and energy wars. In our race for survival we are awakened to the simple truth that the essential condition of sustainability lies in our ability to live within the limits and renewability of natural resources. It invokes within us an urgent need for transition from an obsolete, destructive and unsustainable energy path to a sustainable path of innovation, renewable energy and peace. The good news is that the technology required to make this transition is already available. From an author with over thirty years' experience campaigning for and setting up renewable energy projects around the world, this book is unique for its interdisciplinary approach-interweaving technology, economics, environmental science, philosophy, history, spirituality and politics, asserting that to understand the crisis and find a sustainable solution requires a holistic perspective. Readers will understand the vast renewable resource we have at our disposal in the form of solar, wind, water, heat and biogas, and the technologies used to harness this power. There are also the emerging prospects of solar hydrogen fuel cells, biofuels and geothermal. The true economic advantages of a shift to a renewables-based economy (and how we can get there) are also laid out clearly. There's much to learn from examples around the world while we devise local and appropriate solutions. Written for a crossover readership of students, educators, professionals, academics, activists and policymakers, both nationally and internationally, this is a comprehensive but readable and practical book that will inspire readers to wake others up to our renewable solutions.

The Habitat Project

ABSTRACT The Habitat Project is a multiday, differentiated, interdisciplinary environmental science lesson that incorporates skill-building and motivational strategies to internalize ecosystem vocabulary. Middle school students research an animal, display its physical characteristics on a poster, build a three-dimensional habitat and present their work orally and through a gallery walk.

Dissolved Organic Carbon in Northern Catchments and Understanding Hydroclimatic Controls: Northern Watershed Ecosystem Response to Climate Change (North‐Watch) Workshop II: Hydrological Regulation of Stream DOC in Northern Catchments; Vindeln, Sweden, 11–15 April 2010

Predicting the integrated consequences of climate change on the physical, chemical, and biological characteristics of water resources is a difficult area of interdisciplinary environmental science. Fortunately, in many areas, research catchments have been established that provide the best longer‐term data sets that encompass integrated measurement of the linkages between the climate, hydrology, biogeochemistry, and ecology of river systems and how these are being affected by climatic change.North‐Watch is an interdisciplinary intersite comparison project funded by the Leverhulme Trust, in London, and run by the Northern Rivers Institute, University of Aberdeen, Aberdeen, United Kingdom. It aims to analyze long‐term data from experimental catchments including sensitive boreal, subarctic, and subalpine environments ranging from the Yukon to northern Sweden to the Scottish Cairngorms. The goal is to assess the integrated physical, chemical, and biological response to climatic change.

Reformulating Modernization-Based Environmental Social Theories: Challenges on the Road to an Interdisciplinary Environmental Science

While modernization theory has been largely abandoned in the social sciences, its influence is evident in environmental Kuznets curves, ecological modernization, and forest transition theory. These environmental social theories have consequently undergone criticism and varying degrees of reformulation that moved them away from modernization trappings, and in the process opened them to greater influence from theoretical perspectives in other social science disciplines, as well as the biophysical sciences. This is not unique to modernization-based environmental social theories, and raises questions about theoretical reformulations with cross-disciplinary contributions as a means of moving toward an interdisciplinary environmental science. Challenges to such efforts arise due to theoretical disputes and misunderstandings, which in turn hinder cross-disciplinary critiques of environmental social theories. While these challenges can be addressed via more transparent dialogue, reformulations should be viewed as provisional and incomplete. Whether theoretical reformulations and interdisciplinarity will suffice to address time-sensitive environmental questions remains to be seen.

Humboldt's Nodes and Modes of Interdisciplinary Environmental Science in the Andean World*

ABSTRACT. Alexander von Humboldt engaged in a staggering array of diverse experiences in the Andes and adjoining lowlands of northwestern South America between 1801 and 1803. Yet examination of Humboldt's diaries, letters, and published works shows how his principal activities in the Andes centered on three interests: mining and geological landscapes; communications and cartography; and use and distribution of the quinine‐yielding cinchona trees. Each node represented a pragmatic concern dealing with environmental resources in the context of the Andes. To pursue these interests in his Andean field studies, Humboldt relied on varied cultural interactions and vast social networks for knowledge exchange, in addition to extensive textual comparisons. These modes of inquiry dovetailed with his pragmatic interests and his open‐ended intellectual curiosity. Fertile combinations in his Andean studies provided the foundation and main testing ground for Humboldt's fused nature‐culture approach as well as his contributions to early geography and interdisciplinary environmental science.