Introduction of a multi-disciplinary CHANS project into a high school classroom

Background/Question/Methods

The broader impacts portion of the CHANS grant: Collaborative Research: Modeling the Dynamics of Harmful Algal Blooms, Human Communities, and Policy Choices along the Florida Gulf Coast includes two innovative components for reaching out to and educating high school students. Our research team collaborated in the design and implementation of a problem-based learning approach to environmental and health sciences that was delivered by teachers to high school students in Sarasota County.

The first component originated with the pre-existing NIEHS “AMBIENT” curriculum, a systemic approach to environmental health science education. As originally conceived, AMBIENT curriculum modules were based on four environmental themes: air, water, soil, and food. It also covered ethics and toxicology. We modified the water module to apply to a local area (Sarasota Bay) and a curriculum level appropriate for a public high school dual enrollment Marine Biology class.

The second component brought the eight PIs into the classroom to exemplify the diversity of disciplines involved in the project. The PIs discussed their professions, career choices, and ranges of expertise applicable to the CHANS project. Evaluations by both the students and the PIs were compiled over a two-year period.

Results/Conclusions

The evaluations for the modified water module revealed a measurable increase in content knowledge among the students. Additionally, the rising comfort level of the teachers with the curriculum has allowed the inclusion of more field and laboratory projects with each year of experience.

Bringing eight PIs into seven sections of a marine biology class was made possible with 10-15 minute PowerPoint presentations that followed a prescribed outline including each PI’s profession and career steps. The presentations also characterized the components of the CHANS grant on which each PI was working and their progress to date. Once a pre-recorded presentation was viewed by the class through a two-way communications link called SafariLive!, the relevant PI answered student questions. The PI evaluations indicated a strong desire to continue using this format. Student feedback indicated that both the time spent (an entire class period) as well as the number of presentations (eight) was beyond the attention span of the students, regardless of two-week spacing. During the second year, the original presentations were shortened and combined by subject rather than by PI, leading to measurably better evaluations.