1. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Welcome to the 2016 InTeGrate Professional Development Webinar Series Free and open to the public, this series will incorporate InTeGrate pedagogies into teaching practices, provide resources available for adoption, and create a forum for participants to learn and share teaching strategies. http://serc.carleton.edu/integrate/workshops/webinars/2015_2016/interdisciplinary/index.html

2. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Ed Barbanell Jennifer Sliko Interdisciplinary Teaching: Building Sustainability into your Non-Science Class Ed Barbanell, University of Utah Jennifer Hanselman, Westfield State University Jennifer Sliko, Pennsylvania State University at Harrisburg Moderator, SERC Jennifer Hanselman Alice Newman (Philosophy) (Geology)(Biology)

3. Welcome & introduction to Cli-Fi module Using mind maps/concept maps in your course Sustainability “mind map” activity Q & A Teaching science using rhetorical analyses Reflections Q & A Closing remarks Future opportunities Webinar evaluation Agenda

4. Students who learn with this module will: Plot and interpret climate change data and relate interpretations to climate system interactions. Rhetorically analyze the treatment of a climate change issue in a work of climate change literature. Assess the value of both literature and scientific data in communicating the grand societal challenge represented by climate change. http://serc.carleton.edu/integrate/teaching_materials/climate_fact/index.html Cli-Fi: Climate Science in Literary Texts

5. Systems Thinking: Using Mind Maps/Concept Maps What is the goal of the mind map/concept map? Can be used to present material Can be used to assess student learning How do you present your mind map/concept map to students? Give students a partially completed concept map or ask them to develop the entire map on their own. Terms can be provided to guide the process. Using post-its can help organize the map first. If students are creating it on their own, ask them to develop the list of concepts ahead of time. The completed product can be presented to the class. (Jennifer Hanselman)

6. Example: Climate Change Mind Map (Jennifer Sliko) Completed example

7. Course: Hydrotopia: Toward a Hydraulic Society in the American West http://serc.carleton.edu/integrate/workshops/sustainability2012/courses/barbanell.html Co-taught by: Ed Barbanell, Philosophy, University of Utah Steve Burian, Civil Engineering, University of Utah Example: Hydrotopia course mind map activity How to do activity About the Hydrotopia course–– (Ed Barbanell) Course Context: Intended for upper-level undergraduate and terminal masters or professional masters students from any number of fields in humanities, social sciences, engineering and planning Course Goals: (1) to cultivate in the next generation of engineering professionals – those responsible for planning, designing, managing, and operating water resources systems – a broader sensibility about the cultural climate in which they will operate, and (2) to develop in humanists, social scientists and others who will be responsible for shaping and articulating that cultural climate a more grounded understanding of the hydraulic technologies available to them.

8. What the course does: We expose students to the entire range of physical, historical, conceptual, cultural, legal and technical aspects of water in the western United States. We do this by having frequent guest lecturers from both inside and outside of academia, and through in-depth case study analysis of historical and recent water development projects. Example: Hydrotopia course mind map activity (Ed Barbanell) How to do activity At the end of the course, students should be able to: 1. Explain water projects to non-technical people 2. Navigate water rights administration process 3. Describe multidisciplinary elements of water projects 4. Analyze water management decisions using modeling tools 5. Assess implications of technical and non-technical water project solutions and decisions in a societal context 6. Effectively communicate with others to develop, judge, and recommend multi- objective solutions to water resources challenges About the Hydrotopia course––

9. We have taught this course about every-other year since 2008 (most recently in Fall 2015) We are constantly trying out new ways of teaching content The two linked activities outlined in the following slides were done on the second day of class in the Fall Overall, they worked quite well, as evidenced by - the breadth and depth of classroom discussions, and - the richness of narratives presented in the various short position papers and final group projects that the students produced Example: Hydrotopia course mind map activity (Ed Barbanell)

10. Learning Goal: stimulate critical thinking to define “water sustainability” Directions: - Review definitions and graphics - In less than 2 minutes, write your individual definition of “water sustainability”. Be concise, yet sufficiently detailed to give direction toward actionable planning, design, and operation guidance for water systems. - Consensus process: - When instructed, pair with another student, review two definitions and choose one to modify. - When instructed, pair again with another team and review definitions from two teams and choose one to represent your new larger team. - As instructed, repeat until one definition is selected to represent the class. Part I of activity Activity part I: Defining “water sustainability” Use the chat box to share your definition of “water sustainability” Webinar participants: Example: Hydrotopia course mind map activity (Ed Barbanell)

11. What is “sustainability”? Sustainability: capacity to endure. Sustainability is an ideal end-state. Like democracy, it is a lofty goal whose perfect realization eludes us. For this reason, there will always be competing definitions of sustainability. We know these definitions will always include the well-being of people, nature, our economy, and our social institutions, working together effectively over the long term. Alan AtKisson, The Compass of Sustainability, 1998 Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. World Commission on Environment and Development. Our Common Future. (Frequently referred to as the Brundtland report after Gro Harlem Brundtland, Chair of the Commission) Sustainable communities foster commitment to place, promote vitality, build resilience to stress, act as stewards, and forge connections beyond the community. Northwest Policy Institute (University of Washington Graduate School of Public Affairs, Seattle, Washington USA) Sustainable development is a process which enables all people to realize their potential and improve their quality of life in ways which protect and enhance the Earth’s life-support systems. Jonanthan Porritt, Forum for the Future. Part I of activity Example: Hydrotopia course mind map activity (Ed Barbanell) Activity part I: Defining “water sustainability”

12. Sustainability is often characterized, graphically, as three overlapping ellipses, typically labeled “People”, “Planet”, and “Profit”. If we think of these ellipses as individual lenses though which to view the world, then sustainability is only possible where all three outlooks converge, focused into a single, clear and integrated vision…

13. Alta is a ski area a 30-minute drive from the University of Utah campus. This is a graphic they have prominently displayed in all of their indoor public spaces. Example from…outside academia! “People” “Planet” “Profit”

14. INSTRUCTIONS TO STUDENTS: Learning Objective Describe water system elements associated with our campus, linked to environment, people, economy, institutions, policy, and other sub-systems Pre-class assignment: watch six-minute YouTube video on mind mapping https://youtu.be/OYZg15DpLBUhttps://youtu.be/OYZg15DpLBU Directions - Work in teams of 3 or 4 - Use large post-its to sketch a mind map of the water system of the University of Utah - Include at least 6 “sub-system” types connected to UU Water System (center of map):  engineered/constructed; environmental; policy; institutional; social; economic; other (your choice) - Go into “second level” detail for at least two of your sub-systems You are encouraged to sketch ideas on scratch sheets, sketch graphics/pictures, use color, and incorporate other features in your map. As you create your mind map discuss with instructor and other students, and research using available resources (e.g., Internet). Deliverable: submit one map per team by end of class. Be prepared to describe your map at the end of class. *We tend not to give the students too much “baggage” about what a mind map is supposed to be Part II of activity (Ed Barbanell) Activity part II: Water system mind map

15. Mind map of the University of Utah water system: Part II of activity (Ed Barbanell) Activity part II: Water system mind map FACILITIES PLANT OPS INFRASTRUCTURE

16. To finish up the lesson: We engage in a conversation with the students about the relationships between these two graphical representation, combining (1) the details of discrete elements of a particular system with (2) abstract categories of a generalized perspective Linking parts I & II Example: Hydrotopia course mind map activity (Ed Barbanell) FACILITIES PLANT OPS INFRASTRUCTURE

17. Q & A Mind maps may vary in style http://serc.carleton.edu/introgeo/asse ssment/conceptmaps.html http://serc.carleton.edu/introgeo/asse ssment/conceptmaps.html CMAP Novak, Joseph D., and Cañas, Alberto J. 2008. The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMV CmapTools 2006-01 Rev 01-2008. Florida Institute for Human and Machine Cognition. Can be found hereCan be found here Additional mind map resources: (links are also on webinar page) FACILITIES PLANT OPS INFRASTRUCTUR E

18. First the class discussed different literary genres Editorials Trade journal Blogs Literary works Peer-reviewed journal articles Students read each type of genre Climate change is the main topic Teaching with literature: A Rhetorical Analysis of a Cli-Fi short story (Jennifer Sliko)

19. The main goal… … of a rhetorical analysis is to employ critical reading skills in order to examine: - how an author writes - what rhetorical techniques s/he employs - how the text functions A rhetorical analysis is an essay that breaks a text into parts and then explains how the parts work together to create a certain effect—whether to persuade, entertain or inform, or some combination of these. (Jennifer Sliko)

20. Teaching with literature: A Rhetorical Analysis of a Cli-Fi short story (Jennifer Sliko) The students read a cli-fi short story Diary of an Interesting Year Tamarisk Hunter Discuss literary terms Antagonist, protagonist, narrator, setting At first, the students did not understand why they had to learn these terms in a science class We re-reviewed the terms after the student started the rhetorical analysis Complete a rhetorical analysis Write a summary using proper literary terms Contextualize climate change issues in story Role that the climate change issue serves in the text Use a small passage and analyze the denotative meanings of specific words Students enjoyed this ‘alternative’ method of discussing climate change Led to several branching discussion about other issues in the story Sense of camaraderie in class following this short story discussion

22. Post-Pilot Reflections: Lessons learned from teaching Cli-Fi to graduate students Online course Graduate students (with biology undergraduate degree); primarily teachers Module layout was effective – Unit 1 transitioned nicely from course content Appreciated the interdisciplinary nature of the module (Common Core) One student was selected for a WSU publication because of his application of this into his high school classroom. Jennifer Hanselman Westfield State University

23. Broader Reflections: Co-teaching with a STEM colleague Our success is a product of a lot of work on something we are both passionate about–– The work: Consistently interacting collegially with someone well beyond his/her disciplines - The two instructors are in regular and varied forms of contact over the course of the year… in almost every encounter, the subject of this course comes up. - Formally, we met consistently for months and emailed each other regularly about ideas we had or articles we would read. The passion: Shared personal and intellectual passion on a topic that spans multiple disciplines - We have found a particularly appealing outlet in a hungry and ready audience, one that craves an interdisciplinary conversation about something as fascinating and timely as water. Ed Barbanell University of Utah

24. After the initial discomfort (and extra preparation), I am more comfortable assigning multiple paper assignments each semester (with a well-defined rubric) I am more likely to see potential interdisciplinary collaborative research (tree rings at Monticello) New (proposed) interdisciplinary general education model––I feel comfortable co-planning classes to fit this model Broader Reflections: Teaching outside of your discipline… Jennifer Sliko Penn State University at Harrisburg

25. Q & A and closing remarks

26. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Cli-Fi: Climate Science in Literary Texts Interest Group (join via webinar website) Next InTeGrate webinar: Using Data to Teach About Societally Important Questions Beth Pratt-Sitaula (UNAVCO), Becca Walker (Mt. San Antonio College), Kirsten Menking (Vassar College)Wednesday, March 23 10:00 am Pacific | 11:00 am Mountain | 12:00 pm Central | 1:00 pm Eastern Registration deadline: Tuesday, March 22 Join us at the next Earth Educators’ Rendezvous – July 2016, Madison, WI Consider your department or course for the National Association of Geoscience Teachers (NAGT) Traveling Workshops Program Stay Involved