transcending disciplinary boundaries in designing environmental curricula will focht, director...

Transcending Disciplinary Transcending Disciplinary Boundaries in Designing Boundaries in Designing Environmental CurriculaEnvironmental Curricula

Will Focht, DirectorWill Focht, Director

Environmental InstituteEnvironmental Institute

Oklahoma State UniversityOklahoma State University

The ProblemThe Problem

Environmental curricula vary widely Environmental curricula vary widely

(“pedagogical anarchy”), which poses (“pedagogical anarchy”), which poses

several threats to legitimacyseveral threats to legitimacy IdentityIdentity: lack of unity and coherence: lack of unity and coherence Program QualityProgram Quality: lack of widely accepted criteria : lack of widely accepted criteria

for program review and accreditationfor program review and accreditation Professional StandingProfessional Standing: dozens of certifications: dozens of certifications Student SupportStudent Support: recruit/employment challenge: recruit/employment challenge Institutional SupportInstitutional Support: turf, budgets, staffing: turf, budgets, staffing Constituent SupportConstituent Support: confused expectations: confused expectations

CausesCauses Ontological dualismOntological dualism

Nature versus societyNature versus society Pedagogical dualismsPedagogical dualisms

Curricular breadth versus depthCurricular breadth versus depth Principles/fundamentals versus applicationsPrinciples/fundamentals versus applications Environmental studies versus science Environmental studies versus science

Disciplinary fragmentationDisciplinary fragmentation Institutional inertiaInstitutional inertia Insufficient constituent demand and Insufficient constituent demand and

support for changesupport for change Insufficient imagination and courageInsufficient imagination and courage

““Solution” DissensusSolution” Dissensus

Common mission and focus?Common mission and focus? Common core curriculum?Common core curriculum?

Disciplinary contentDisciplinary content SkillsSkills Experiences (e.g., internships)Experiences (e.g., internships)

Depth versus breadth?Depth versus breadth? Specializations?Specializations? Research component?Research component?

CEDD StudyCEDD Study

Survey of CEDD members in 2003Survey of CEDD members in 2003 61 respondents to online survey61 respondents to online survey 42 respondents to Q study42 respondents to Q study

Workshop in 2004Workshop in 2004 40 participants40 participants

Report due in AprilReport due in April Workshop results followWorkshop results follow

Skills and disciplinary contentSkills and disciplinary content

Disciplinary GroupsDisciplinary Groups Applied SciencesApplied Sciences

Engineering, Management, Computer ScienceEngineering, Management, Computer Science HumanitiesHumanities

Philosophy Philosophy (ethics)(ethics), History, Literature, Languages, History, Literature, Languages MathematicsMathematics

Algebra, Calculus, StatisticsAlgebra, Calculus, Statistics Natural SciencesNatural Sciences

LifeLife (biology, microbiology) (biology, microbiology) PhysicalPhysical (physics, chemistry, geology) (physics, chemistry, geology) InterdisciplinaryInterdisciplinary (biochemistry, toxicology) (biochemistry, toxicology) TransdisciplinaryTransdisciplinary (ecology, geography) (ecology, geography)

Social Sciences Social Sciences BehavioralBehavioral (psychology, sociology, economics) (psychology, sociology, economics) PolicyPolicy (law, political science, public administration) (law, political science, public administration)

Skill SetsSkill Sets

IntellectualIntellectual Analytic Analytic (reductionist thinking)(reductionist thinking) Synthetic Synthetic (systems thinking)(systems thinking) Discernment Discernment (critical thinking)(critical thinking) ComputationalComputational (quantitative, data management) (quantitative, data management)

CommunicativeCommunicative Written, OralWritten, Oral

ResearchResearch Literature, Field, LaboratoryLiterature, Field, Laboratory

InterpersonalInterpersonal Leadership Leadership (managerial),(managerial), Collaborative Collaborative

(teamwork),(teamwork), Facilitative Facilitative (conflict management)(conflict management)

CEDD WorkshopCEDD Workshop

Explore possibility for consensus on Explore possibility for consensus on

core competenciescore competencies Disciplinary contentDisciplinary content

SkillsSkills

Preliminary survey followed by Preliminary survey followed by

breakout discussions followed by breakout discussions followed by

plenary discussionplenary discussion

Skills RatingsSkills RatingsSkill 1 2 3 4 5 Median Mean Plenary

Critical Thought 10 30 5 4.8 5

Analytic/Reductionist 12 28 5 4.7 5

Systems Thinking 1 12 27 5 4.7 5

Written Communication 1 1 10 28 5 4.6 5

Synthetic/Integrative 1 14 25 5 4.6 5

Oral Communication 3 12 25 5 4.5 5

Literature Research 4 21 15 4 4.3 4.5

Lab Experience 4 11 15 10 4 3.8 4.5

Field Experience 1 12 15 12 4 3.4 4.5

Teamwork/Conflict Mgt 5 9 17 9 3 2.8 4

Project Management 1 3 12 21 3 4 3.6 3.5

Computation 14 18 8 4 3.2 Dissensus

Disciplinary RatingsDisciplinary RatingsDiscipline 1 2 3 4 5 Median Mean Plenary

Biology/Ecology 2 11 27 5 4.6 4.8

Chemistry 14 10 16 4 4.1 4.5

Statistics 3 14 10 13 4 3.8 4.5

Policy/Law/Public Admin 4 8 18 10 4 3.9 4.5

Ethical Principles 1 3 15 9 12 4 3.7 4.5

Geology/Earth Science 1 9 16 14 4 4.1 4.2

Sociology 4 9 18 8 1 3 2.8 2.9

Psychology 6 21 10 2 1 2 2.3 2.5

Mathematics 1 12 13 14 4 4.0 Dissensus

Economics 5 15 13 7 3.5 3.6 Dissensus

Physics 16 10 9 5 3 3.1 Dissensus

Toxicology 1 10 18 8 3 3 3.1 Dissensus

Engineering 10 25 4 1 3 2.9 Dissensus

History 2 17 13 6 2 3 2.7 Dissensus

FindingsFindings Consensus importance on most Consensus importance on most skillsskills

Very high = intellectual + communicationVery high = intellectual + communication High = researchHigh = research Mod = interpersonalMod = interpersonal

Consensus on some Consensus on some disciplinesdisciplines High = natural sciences + stat + policy + ethicsHigh = natural sciences + stat + policy + ethics Lower = behavioral sciencesLower = behavioral sciences

DissensusDissensus Computational skills (moderate to high)Computational skills (moderate to high) Math, physics, engineering, toxicology, Math, physics, engineering, toxicology,

economics, historyeconomics, history

Academic “Discipline”Academic “Discipline” ElementsElements

Branch of knowledgeBranch of knowledge that is that is formally taughtformally taught and and recognized by the recognized by the academic journalsacademic journals in which in which research is published, and the research is published, and the learned societieslearned societies to to which their practitioners belongwhich their practitioners belong

A subject area with A subject area with distinctdistinct research research methodsmethods, , terminologyterminology, and , and styles of communicationstyles of communication

A A canoncanon that defines the field and its that defines the field and its boundariesboundaries Is ES a discipline or disciplinary combination?Is ES a discipline or disciplinary combination? Confusion about disciplinary combinations Confusion about disciplinary combinations

inhibits communication about ES identity inhibits communication about ES identity Proposed nomenclature followsProposed nomenclature follows

Disciplinary ConstructionsDisciplinary Constructions

UnidisciplinaryUnidisciplinary

Unus (L.):Unus (L.): oneone

Symbols: Symbols: ● ●

Example: Example: chemistrychemistry

Best use:Best use: specialized expertise specialized expertise


MultidisciplinaryMultidisciplinary

Multus (L.):Multus (L.): manymany

Symbols: Symbols: ● ● ● ● ● ●● ●

Example: Example: chemistry, biology,chemistry, biology, geology, geography geology, geography

Best use:Best use: comparative studies comparative studies


InterdisciplinaryInterdisciplinary

Inter (L.):Inter (L.): betweenbetween

Symbol: Symbol:

Examples: Examples: biochemistry, biogeography, biochemistry, biogeography,

geochemistry, physical geochemistry, physical

geographygeography

Best use:Best use: studies at junctures studies at junctures


TransdisciplinaryTransdisciplinary

Trans (L.):Trans (L.): acrossacross

Symbol: Symbol:

Example:Example: ecologyecology

Best use:Best use: study of systems study of systems


MetadisciplinaryMetadisciplinary

Trans (Gr.): Trans (Gr.): above, beyondabove, beyond

Symbol: Symbol:

Example: Example: sustainabilitysustainability

Best use:Best use: system of systems system of systems

What Is ES?What Is ES?

A combination of disciplines?A combination of disciplines? Multidisciplinary field of studyMultidisciplinary field of study

At junctures between disciplines?At junctures between disciplines? Interdisciplinary field of studyInterdisciplinary field of study

An integration of disciplines?An integration of disciplines? Transdisciplinary field of studyTransdisciplinary field of study

A single, systems-based, discipline?A single, systems-based, discipline? A metadisciplineA metadiscipline

A Metadiscipline?

ES studies a system of systems at the society-nature interface

Interdependent systems include: Ecological system (natural capital) Economic system (financial capital) Social system (social capital) Autonomous system (human capital) Political system (political capital)

What perspectives exist among ESPs?

CEDD Study on PerspectivesCEDD Study on Perspectives

Revealed using Q methodologyRevealed using Q methodology Obtain concourse of statementsObtain concourse of statements

Sort in quasi-normal distributionSort in quasi-normal distribution

From high negative salience through From high negative salience through

low salience to high positive saliencelow salience to high positive salience Factor analyze sorts to reveal common Factor analyze sorts to reveal common

perspectivesperspectives

Three orthogonal perspectives foundThree orthogonal perspectives found

Forced DistributionForced Distribution

_

+

Consensus among PerspectivesConsensus among Perspectives

Pragmatic RealismPragmatic Realism Environmental problems are both natural Environmental problems are both natural

and sociopolitical (at the interface of and sociopolitical (at the interface of society and nature)society and nature)

Solutions require transdisciplinary Solutions require transdisciplinary approaches within fuzzy boundariesapproaches within fuzzy boundaries

Tailoring to institutional strengths is Tailoring to institutional strengths is necessarynecessary

Science and technology are necessary Science and technology are necessary but not sufficientbut not sufficient

Environmental Citizen PerspectiveEnvironmental Citizen Perspective Orientation

Increase environmental awareness and scientific literacy (curricular infusion)

Favors Inclusion of social science, humanities & skills courses

with natural science in a transdisciplinary curriculum

Tailoring of curriculum to institutional strengths Disfavors

Professional orientation, certifications, undergrad tracking, boundaries, individualized curricula, and client involvement

Dominant among undergraduate liberal arts institutions with environmental studies programs

Environmental Problem Solver Environmental Problem Solver PerspectivePerspective

Orientation Systems-focused training, complex problem-

solving, and professional development Favors

Breadth over depth, institutionally tailored cores, program flexibility to deal with changing needs, internships, and client responsiveness

Disfavors Deep disciplinary strength, boundaries, universal

core Doctoral/research institutions dominate

Environmental Scientist PerspectiveEnvironmental Scientist Perspective

Orientation Anchor in a natural science discipline (more

likely to be housed in departments) Favors

Universal core grounded in natural sciences and engineering, boundaries, certification, accreditation

Disfavors Breadth over depth, emphasis in social science/

humanities, accommodation of all students

Dominant among master’s institutions

Varimax Rotation Plot (A:B)Varimax Rotation Plot (A:B)

Q Factor Analysis #2Q Factor Analysis #2

Judgmental rotation performed to:Judgmental rotation performed to: Explore potential consensus (middle view Explore potential consensus (middle view

as opposed to end views)as opposed to end views)

Explore confounded perspectives on A&BExplore confounded perspectives on A&B

Add to understanding of perspectivesAdd to understanding of perspectives

Rotation angle = 44Rotation angle = 44°°

Judgmental Rotation Plot (AJudgmental Rotation Plot (A′ ′ : B: B′′))

Environmental IntegratorEnvironmental IntegratorPerspectivePerspective

Orientation Synthesis of natural & social sciences and

humanities is important to understanding society-nature interactions

Favors Breadth over depth, institutionally tailored cores,

uncertainty measurement and reporting Disfavors

Undergrad tracking, universal core, certification guidelines

Dominant among both undergraduate and doctoral institutions

Responsive Professional vs Responsive Professional vs Science LiterateScience Literate Perspectives Perspectives

Bipolar Perspective!Bipolar Perspective! DisagreementsDisagreements

Breadth versus depth, program structuring, client Breadth versus depth, program structuring, client involvementinvolvement

Responsive Professional OrientationResponsive Professional Orientation Broad preparation for varied and changing Broad preparation for varied and changing

professional demands but with program structureprofessional demands but with program structure boundaries, universal core, certification and boundaries, universal core, certification and

accreditation, and client involvementaccreditation, and client involvement Science Literate OrientationScience Literate Orientation

Strong natural science foundation tailored to Strong natural science foundation tailored to institutional constraints & individual student needsinstitutional constraints & individual student needs

Perspective GroupsPerspective Groups Monoliths:Monoliths: Environmental ScientistEnvironmental Scientist

Universal natural science coreUniversal natural science core Columnists:Columnists: Science LiterateScience Literate

Flexible natural science coreFlexible natural science core Spanners:Spanners: Environmental Integrator Environmental Integrator

Environmental CitizenEnvironmental Citizen Awareness and responsible actionAwareness and responsible action

Environmental Problem SolverEnvironmental Problem Solver Applied systems focusApplied systems focus

Responsive ProfessionalResponsive Professional Structured programs and professional Structured programs and professional

orientationorientation

Curricular MetaphorsCurricular Metaphors

MonolithMonolith

Common core Common core curriculum with curriculum with anchor in a single anchor in a single disciplinediscipline

Vertical curriculumVertical curriculum UnidisciplinaryUnidisciplinary


TreeTree Common core with Common core with

roots in one discipline roots in one discipline and branches reaching and branches reaching out to neighboring out to neighboring disciplinesdisciplines

Expanded vertical Expanded vertical curriculumcurriculum

Quasi-unidisciplinaryQuasi-unidisciplinary


Columns/GroveColumns/Grove

Students chooseStudents chooseto anchor in one of to anchor in one of several disciplinesseveral disciplines

Multiple vertical Multiple vertical optionsoptions

Unidisciplinary Unidisciplinary pluralismpluralism


Bricks and MortarBricks and Mortar

Courses chosen fromseveral disciplines

Horizontal curriculum

Multidisciplinary


Venn DiagramVenn Diagram

Common core that need Common core that need not be unidisciplinarynot be unidisciplinary

Specialization courses Specialization courses selected from predefined selected from predefined clustersclusters

Interdisciplinary (+)Interdisciplinary (+)


SpanSpan

Individual courses are integrated across disciplines

Horizontal curriculum

Transdisciplinary (+)

Evolution of a New MetaphorEvolution of a New Metaphor

Traditional ViewTraditional View

VerticalVertical curriculum curriculum based on depth in a based on depth in a discipline and discipline and associated skillsassociated skills

Criticism: too narrow Criticism: too narrow (carpenter analogy)(carpenter analogy)


Competing ViewCompeting View

HorizontalHorizontal curriculum curriculum based on breadth based on breadth across disciplines and across disciplines and skillsskills

Criticism: too shallow, Criticism: too shallow, lack of focuslack of focus


Post-Disciplinary View Post-Disciplinary View Trans/Meta-disciplinary Trans/Meta-disciplinary

curriculum based on curriculum based on bioregional themes, issues, bioregional themes, issues, or problems at various scalesor problems at various scales WatershedsWatersheds AirshedsAirsheds Land useLand use Energy useEnergy use Environmental mgt systemsEnvironmental mgt systems Global climate changeGlobal climate change Sustainable developmentSustainable development

Theme-Tailored CurriculaTheme-Tailored Curricula

Appropriate mix of disciplinary Appropriate mix of disciplinary breadth and depth depends on the breadth and depth depends on the theme, issue or problem addressedtheme, issue or problem addressed Non-linear distributions Non-linear distributions

Include thematic trans- and meta-Include thematic trans- and meta-disciplinary courses that link science disciplinary courses that link science and humanitiesand humanities

Consider integrative capstones, Consider integrative capstones, internships, and service learninginternships, and service learning

Linking Science & HumanitiesLinking Science & Humanities

NRC (1996): NRC (1996): Understanding Risk:Understanding Risk:Informing Decisions in a Democratic SocietyInforming Decisions in a Democratic Society

Informs

Frames

DeliberationAnalysis DecisionData

Response to SkepticsResponse to Skeptics

Metadisciplinary bioregional theme-Metadisciplinary bioregional theme-focused curriculum encourages focused curriculum encourages sense of responsibilitysense of responsibility

Eliminates dualisms through Eliminates dualisms through development of interdependent development of interdependent systems-based “ecological systems-based “ecological conscience”conscience”

Embraces complexity & uncertaintyEmbraces complexity & uncertainty Is focused, relevant, and innovativeIs focused, relevant, and innovative

ChallengesChallenges

Need trans and metadisciplinary Need trans and metadisciplinary courses aimed at real issuescourses aimed at real issues

Need metadisciplinary faculty who Need metadisciplinary faculty who can skillfully discern connections can skillfully discern connections and emergent insightsand emergent insights

Need paradigm shift at higher Need paradigm shift at higher education institutionseducation institutions

Need new institutional structuresNeed new institutional structures Need constituency supportNeed constituency support

3-D View of Curricula3-D View of Curricula

Theme-focused integrated curriculum Appropriate disciplinary

and skill depth and breadth depends on theme

Include theme-related trans/meta courses and experiences

Breadth

Them

es

Dep

th

Blind Men and ElephantBlind Men and Elephant

Unidisciplinary: ignorance

Multidisciplinary: an argument

Interdisciplinary: sides of elephant

Transdisciplinary: entire elephant

Metadisciplinary: elephant can work

[insert elephant with two men at either end examining trunk and tail]

Is Meta Achievable?Is Meta Achievable?

Don’t children do it naturally?Don’t children do it naturally? Disciplinary education creates Disciplinary education creates

paradigms/schemas that limit paradigms/schemas that limit thinkingthinking Looking under the lamp-postLooking under the lamp-post Fish analogyFish analogy

Courses and mentors that Courses and mentors that demonstrate meta synthesis can demonstrate meta synthesis can reintegrate disciplinesreintegrate disciplines

Meta Example: NIMBYMeta Example: NIMBY

Superficial analysis: Superficial analysis: conflictconflict Multi-disciplinary analysesMulti-disciplinary analyses

Economic benefits and costsEconomic benefits and costs Environmental risks and their mitigationEnvironmental risks and their mitigation Environmental justice concernsEnvironmental justice concerns

Transdisciplinary analysisTransdisciplinary analysis Tradeoff benefits, costs & risks equitablyTradeoff benefits, costs & risks equitably

Metadisciplinary analysisMetadisciplinary analysis Sustainable developmentSustainable development

One Size Fits All?One Size Fits All?

Room for AllRoom for All All programs need not All programs need not

conform to same modelconform to same model We need monoliths, We need monoliths,

columns, and spanscolumns, and spans But we can all strive for But we can all strive for

metadisciplinarity to metadisciplinarity to gain system insights gain system insights and find novel solutionsand find novel solutions

Metadisciplinary VisionMetadisciplinary Vision

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