COS 27-6
Ecology in short fiction: An innovative approach to teaching ecology and creative writing
Throughout human history, stories have been used to entertain, educate, learn, and connect. Building on previous success in using original short stories to engage undergraduate students in ecological science, we devised an innovative approach to simultaneously teach ecology and creative writing. We test the hypothesis that by engaging students in the process of writing and analyzing ecological fiction while simultaneously teaching them fundamental ecological principles, students will gain a deeper appreciation and understanding of science and the humanities. We (Skillen, an English professor, and Bowne, a Biology professor) collaborated to create and teach a course titled “Ecology in Short Fiction” that satisfies both “Creative Expression” and “Natural and Physical Sciences” general education requirements at Elizabethtown College. We designed the course around seven themes (Science and the Humanities, Energy and Evolution, Individual Behavior, Populations, Communities, Ecosystems, and Ecosystem Services). For each theme, students read, analyzed, and discussed a variety of classic and original short stories in terms of plot, character development, and underlying ecological concepts. Students also practiced creative writing and formally learned ecological principles. Student assessment included writing samples, traditional examinations, and a culminating original short story in which an accurate portrayal of an ecological topic was required.
Results/Conclusions
Student interest in the course was immediately high, filling the twenty-five seat enrollment cap with ease. The class roster varied a great deal in academic major with a good mix of seniors, juniors, sophomores and first-year students. We found student engagement to be very high with near perfect attendance each day and active participation by students regardless of whether the topic was more of a scientific or literary bent. Students were able to integrate scientific content with literary activities. An unexpected result was the professional benefit to each of the participating professors. By working closely with a colleague in another discipline, each of us discovered new pedagogical approaches, insights, and perspectives on both our teaching and scholarship. It was also a meaningful opportunity for formative peer review. The disciplines of science and the humanities are rarely integrated in higher education, leading to a famous characterization by Snow (1959) of the Two Cultures in academia. Odum (1997) suggests ecology is uniquely qualified to bridge that cultural divide. We argue that the success of our interdisciplinary methods provides evidence that ecology can not only bridge that divide but also enhance educational outcomes for students and professors alike.