Congrats to former Masters student and WELL project team member Destini Petitt on publication of her thesis research conducted as part of the WELL project. Destini’s study explored how undergraduate students from developing and developed countries leveraged their values to reason about socio-hydrological issues. Published in Natural Sciences Education, the article illustrates students’ priority values, alignment between these priority values and their proposed solutions to water-related challenges, as well as similarities and differences in both between the two groups of students.
Petitt, D.N. & Forbes, C.T. (2019). Values use of undergraduate students in socio-hydrological reasoning: A comparative study. Natural Sciences Education, 48(1), 1-12.
We wish Destini the best of luck in her doctoral work in the Dept. of Geography and Earth Sciences at the University of North Carolina-Charlotte!
This past year, the E2FEW project has benefited tremendously from contributions of undergraduate research assistants supported through UNL’s Undergraduate Creative Activities and Research Experience (UCARE) program. Over the course of the past 12 months, the UCARE program has funded 4 undergraduate students to collect and analyze data, as well as disseminate project activities and research findings, in collaboration with the E2FEW project team. We are very thankful for the hard work of Holly White, Brooke Mott, Lexy Polivanov, and Saleh Husseini to videorecord CASNR classes, score student work, run stats, and develop posters for sharing our project work with the UNL community. We look forward to Holly and Brooke continuing their work this year as part of the E2FEW project team and Forbes group!
Congrats to Ashley (McKenzie) Sutter for publication of her thesis work in the International Journal of Science Education. Utilizing value belief norm (VBN) theory and construal level theory (CLT), the study explores how undergraduate students reason and make decisions about prairie dog conversation issues. The research, which was conducted in the SCIL 101 course (Science and Decision-Making for a Complex World), is grounded in the use of structured-decision making as a teaching and learning strategy in large enrollment, undergraduate STEM courses. Findings from the study illustrate the interrelationships between students’ values, problemmatization of the issue, and science-informed decision-making.
Sutter, A.M., Dauer, J.M., & Forbes, C.T. (2018). Construal level and value-belief norm theories: Implications for undergraduate decision-making on a prairie dog socio-scientific issue. In International Journal of Science Education, 40(9), 1058-1075.
Many thanks to all members of our research and instructional team who collaborated on a study investigating undergraduate students’ reasoning about water-focused socioscientific issues. Carried out in the first iteration of the revised SCIL 101 course (formerly AGRI/NRES 103) with more than 200 students, study results illustrate strengths and limitations of students’ thinking about the use of groundwater for agriculture in the context of a multi-week course module. Thanks to Dr. Jaime Sabel for leading this effort!
Sabel, J.L., Vo, T., Alred, A., Dauer, J.M., & Forbes, C.T. (2017). Undergraduate students’ scientifically-informed decision-making about socio-hydrological issues. Journal of College Science Teaching, 46(6), 64-72.
In the Fall, 2016 semester, I had the wonderful opportunity to teach one of four large sections a required course for all CASNR students – SCIL 101 Science and Decision-Making for a Complex World. The class, re-conceptualized and redeveloped from a long-standing introductory course (AGRI/NRES 103 Introduction to Agricultural and Natural Resource Systems), involves students learning to make science-informed decisions about agriculture and natural resource issues. Comprised of four modules designed around food, energy, and water issues, SCIL 101 offers students the opportunity explore these challenges issues from multiple perspectives, ultimately conducting independent research on a question of their choosing. My section of the class this fall had 130 students, almost half of which were CASNR undergraduate students from Rwanda studying in IANR to become future agricultural leaders in their home country. I am also very lucky to have had the opportunity to work with an amazing team of graduate and undergraduate teaching assistants, including WELL project graduate students Diane Lally and Destini Petitt, and Science Literacy graduate student McKenzie Peterson.
A new article co-authored by Jenny Dauer and I has been published in the Summer, 2016 issue of Science Education and Civic Engagement: An International Journal. The paper, entitled Making Decisions about Complex Socioscientific Issues: A Multidisciplinary Science Course, reports on the initial iteration of a revised version of SCIL 101, a large-enrollment, interdisciplinary, introductory undergraduate course required of all students in the College of Agricultural Sciences and Natural Resources (CASNR). The course represents a core element of programmatic efforts associated with the IANR Science Literacy Initiative to cultivate science literacy among undergraduate students at UNL.
Dauer, J. & Forbes, C. T. (2016). Making decisions about complex socioscientific issues: A multidisciplinary science course. Science Education & Civic Engagement: An International Journal, 8(2), 5-12.