Integrating Sustainability Across and Within the Science Curriculum

跨学科的（99）一种模式正在开发和测试，该模式整合了与可持续发展有关的跨学科经验，贯穿整个科学课程和学生的大学四年。跨科学的跨学科学习通过可持续性的实验室经验为四种不同的受众推进：1)一年级非理科生；2)理科学生的入门课程；3)中级理科专业；4)理工科大三、大四学生。对于入门和非理科生的目标是开始可持续发展的科学和技术，在多个学科之间建立联系，增强定量，热力学和可持续发展的素养。在中间阶段，可持续发展的概念被整合到现有的科学实验室中，以提高学生对能源问题的兴趣和意识，并建立跨学科的联系。最后，该项目鼓励理科生在接近毕业的时候通过跨学科的可持续发展项目和服务学习项目来综合科学和技术。以可持续发展为重点的研讨会通过强调该主题的跨学科性质，以及帮助建立对该主题感兴趣的学生群体，提高了该计划的有效性。在整个科学课程中整合可持续性是一种教育学生关于这一重要领域的方法，同时教授定量技能并增加对科学的兴趣和热情。研究表明，如果学生在学习过程中发挥更积极的作用，他们会保留更多的知识，并培养更好的逻辑和分析能力。很明显，当科学材料与影响他们生活的现实世界问题联系起来时，学生对学习科学的态度会更好，学得也会更多。

Interdisciplinary (99) A model that integrates interdisciplinary experiences relating to sustainability across the science curriculum and throughout all four of a student's college years is being developed and tested. Interdisciplinary learning across the sciences is advanced through laboratory experiences in sustainability for four different audiences: 1) first-year non-science students; 2) science students in introductory courses; 3) science majors in intermediate level courses; and, 4) junior and senior level students majoring in the sciences. The goal for the introductory and non-science students is an initiation to the science and technology of sustainability, drawing connections between multiple disciplines and enhancing quantitative, thermodynamic, and sustainability literacy. At the intermediate level, concepts of sustainability are integrated within existing science laboratories to heighten interest and student awareness of energy issues and to make interdisciplinary connections. Finally, the project encourages synthesis of the science and technology by science majors as they approach graduation with interdisciplinary sustainability projects and service learning projects. Seminars with a sustainability focus enhance the effectiveness of the program by highlighting the interdisciplinary nature of the topic, as well as helping to build a cohort of students interested in it. Integrating sustainability across the science curriculum is a means to educate students about this important area while teaching quantitative skills and increasing interest and enthusiasm for science. Studies suggest that students retain more knowledge and develop better logical and analytical skills if they have a more active role in the learning process. It is clear that students have a better attitude toward learning science and learn more when the scientific material is connected to real world issues affecting their lives.