1. Integrating the Natural & Social Sciences in a "Sustainable Agriculture Science & Policy" Course Heather D. Karsten 1 and Clare Hinrichs 2, 1 Dept. of Crop & Soil Sciences, 2 Agricultural Economics & Rural Sociology, The Pennsylvania State Univ., University Park, PA; 1 hdk3@psu.edu

2. Educational Objectives  Enhance understanding of science & policies that affect agricultural sustainability  Stimulate learning using a personally relevant topic: food & agricultural production  Improve critical thinking & communication skills

3. Challenges  Student discipline bias student comments from first 3 semesters: “ I would have preferred more emphasis on science.” “ I didn’t like the lack of political science discussions.” “ I didn’t like the emphasis on agriculture in this course. It’s a political science course. I don’t need to know in detail how soil works. “

4. Approach to address discipline bias Interdisciplinary Teaching - both instructors present & contribute to every class - emphasize the importance of multiple disciplines/perspectives Student comments relative to this approach: “ I like having two professors from different backgrounds. “ “ I liked the group project and a two teacher perspective.”

5. Challenges  Diverse student background knowledge – - some had background from one discipline, some neither o General Education Natural Sciences course – attracted students with limited science background

6. Number of students by major five semesters Student disciplines were diverse each semester

7. Approaches to address challenges Focus on the fundamentals: - the policy-making process - crop science, soil science, pest management, & sustainable agriculture practices Examine current high-profile agricultural issues to engage students: - analyze science & policy issues as case studies - students discuss in interdisciplinary groups

8. Course Materials  Begin with Introductory Readings o Interdisciplinary Current & Local Case Studies Examples: - Soil conservation, the dust bowl, current practices & policies - Livestock agriculture & nutrient management legislation - Transgenic crops - Organic agriculture standards

9. Approaches to enhance learning - Frequent in-class discussions, quizzes, short papers, to promote & help us monitor learning Student feedback relative to this approach: “It was very hard for a Gen-Ed Science Course. I would break it down more… too much stuff in short time. “ “ Lots of material to consume and interlink. (Not necessarily a bad thing though, but may be a bit overwhelming to read & understand by a non-Ag. major). “ “I like the method of learning and grading. I like the idea of short quizzes and papers instead of multiple choice tests (given) in most classes. “ “I liked the frequent quizzes given. This encourages if not demands one to read selected materials, which promotes better study habits for all classes. “

10. Approaches o Utilize diverse materials to engage students: - fieldtrips, videos, small group discussions, role-playing, diverse readings

11. Student Feedback: relative to diverse educational materials “ I really enjoyed the farm trips, the videos, and the instructor interaction. I think it motivated myself (as a non-ag major) and the rest of the class. I really feel much more confident about this issue. “ “ I really enjoyed the field trips, the book, the guest speakers, group presentations assignment. There was a lot of variety and leeway. I also liked that it wasn’t a “book course”. “ I liked the fieldtrips because it was great to actually be out in the fields”

12. Examine current high-profile agricultural issues to engage students: Example: Crop Subsidy Debate & New Farm Bill a. In pairs, students chose an interest group to research b. Students: - research how interest group participates in policy process - write interest group position paper on crop subsidy policy c. Mock Congressional Testimony in Class – - students role-play & testify before Congress about their position Students gain understanding of diverse interest groups’, how they participate in the policy-making process & influence policy-makers

13. Student Feedback: to case study analyses & interdisciplinary class discussions “ I liked that this course took a problem solving approach that involved a lot of class discussion/interaction.” “The debates were a great way for us to formulate our own opinions and draw upon our own interests.” “I enjoyed your enthusiasm for the subjects, the field trips, and the real world application of subjects.”

14. Despite Challenges Student Learning Occurred o Years that balanced natural & social sciences, students from all majors performed similarly Student comments that indicate learning occurred: “The subject matter was very interesting. I did not have any background in agriculture coming into this course and I feel like I learned a lot. “ “I learned a lot about a subject completely non-related to my major, but vital to society, and I feel that I got a lot out of this course. “ “ I liked the subject, learned a lot, loved having both teachers, discussions. “

15. Final grades by major in first 3 semesters Average grade by major across first three semesters with same Political Science Co-instructor. a and b indicate significant differences at p< 0.05  First 3 semesters, students in Agriculture, Liberal Arts and other majors performed better than Political Science & Business majors. - perhaps due to science emphasis of course & reluctance of Political Science and Business students to study science

16. Final grades by major recent 2 semesters with different social science co-instructors each semester Average grade by major with a Political Science and Rural Sociology Co-instructor. Grades did not differ statistically among majors. Course emphasized Natural Sciences, but The Policy-Making Process text was added to the course. Coverage of the Natural & Social Sciences was more balanced.