Scenarios for Teaching that Relates to Collaboration in Environmental Inquiry
(Generated in association with an April 2007
workshop)
Preamble
Three of us (PT, JP, TP) want to:
a) develop our ability to coach/coax colleagues into adding new approaches in their teaching (approaches = ethics, technologies, PBL tools);
b) create a pool of scenarios that could be used in teaching (especially PBL) concerning the diverse dimensions of promoting (in a progressive way) collaborations in generating environmental knowledge and inquiry.
To this end -- knowing full well that we are not experts -- we have:
a) drafted our own scenarios (see
table of contents below) -- we invite comments on and additions to these by others;
b) prepared an activity in the form of a
scenario to move you towards or into scenario writing (depending on your prior experience); and
c) begun to assemble an annotated
set of resources.
Scenario: "B Team steps in to help, but need your cooperation in making best of a challenging situation"
We're not sure you remember this, but a while ago you signed up for a workshop on writing scenarios and case studies for teaching, specifically teaching about the emerging emphasis in environmental research on collaborative generation of knowledge and inquiry. However, you have been so busy with other demands that you didn't have a chance to do any preparation. It's almost like you have been dropped into the writing workshop by helicopter. But, we hope you can get into gear and try to get as much as possible from the 90 minutes we have together. (We cannot stay any longer because the sealevel is rising.)
The challenge is somewhat bigger. The three dynamic and experienced people who were supposed to lead the workshop were, tragically, swept away when the sealevel rose by 110 inches in Woods Hole. Jeremy, Tom, and Peter are the B team, who agreed just yesterday to step in. We are not only novices in coaching, but we are very recent learners about writing cases/scenarios. We are now eager learners in coaching our colleagues to write scenarios and case studies for teaching. So we ask for your cooperation, not only in jumping into the task we'll soon describe, but also in
a) allowing us, when we coach you to bring in the issues in which we have prepared most and which we will
very briefly describe before you start the task and talk about more one-on-one when we circulate coaching you; and
b) spending 20 minutes at the end discussing the experience (in a way described below).
Brief descriptions of our specialties [given verbally]:
JP: "participatory network media"
PT: a "
KAQ framework" for shaping inquiry and exchange among students working on cases/scenarios
TP: ethics in generation of science and technology (not only in applications of S&T).
OK, now
the task (which will take the rest of the time available minus 20 minutes).
To start:
- Read this handout (skimming/skipping the sections you have heard verbally and are comfortable with).
- Identify a topic/issue that you would plan to teach about sometime, preferably related to the workshop theme of "the emerging emphasis in environmental research on collaborative generation of knowledge and inquiry."
- Identify the kind of scenario or case you want to prepare for teaching. Do this by drawing on experience and knowledge that you already have and/or by reading about problem-based learning and viewing some sample cases/scenarios (see resources and our own attempts below [first 4 scenarios]).
Main task Draft a scenario/case. (You might have some ideas about the process you would use to lead students from an initial reading of the case to the end of the unit based around the case/scenario, but this task does not require you to spell this out -- but see #6 below.)
- Call for the attention of coaches whenever you feel the need for guidance (a.k.a. clarification of what is "muddy" or "cloudy").
At the end:
Debrief, beginning with each of you stating:
- one sentence description of your scenario;
- what went well and what could be developed further; and ending with you stating:
- one thing you are taking away to keep on working on (in practice or in your thinking).
- Give us a copy of the drafts, however, messy or incomplete, at the very end -- or arrange to link it to this wiki. Feel free to annotate the draft with questions you have about writing scenarios and/or using the tools/perspectives the three coaches introduce.
- Homework afterwards (optional): Sketch out the process/instructions/steps/activities you would use to lead students from an initial reading of the case/scenario to the end of the unit. (Note: Use of a wiki is not required.)
- Homework afterwards (encouraged): Add comments/reflections to the draft scenarios/cases posted on this wiki. (Email PT or JP for technical guidance on how to do that.)
Table of Contents of Scenarios
These were very preliminary drafts from the April 07 workshop--produced in 30-40 minutes-so excerpts only are given here unless author has revised further and given permission for the link
Coaching colleagues to write scenarios (this activity)
New, flexible connections
Changing landscapes-- Suburban landuse management in rapidily changing conditions"...As a committee, you have the responsibility of identifying appropriate participants -- such as community activists, local policy makers, scientists, and business leaders -- and fostering an environment in which a sustained conversation among these participants around envisioning a future for the city addressing the various needs of the environmental concerns, community issues, and local government capacities... Understanding the various levels of comfort of the different stakeholders, what new technologies can be leveraged to facilitate this sharing and collaboration?"
Forbidden knowledge"Religious sites from the pre-colonial native Hawaiian population are scattered throughout the Hawaiian islands. These sites-called Heiau -are of great interest to tourists, as they are usually located in scenic areas and give a glimpse into the traditional practices of the population before the Christian missionaries arrived. Many of the existing sites are difficult to find and dangerous to approach, since the pathways that lead to them are on steep volcanic slopes. Some sites are also in environmentally sensitive areas, with flora and fauna that suffer from human intrusions.
You are a guide for the Ali'i Eco-tourism company. You are also a native Hawaiian, and your grandparents still practice the old religion by visiting (often secretly) the few remaining heiau..."
Sustainable food"You are the Sustainability Manager of a major retail chain in the Northeast, Wholesome Foodmart, that positions itself in the market by providing high-quality food that customers can trust has been produced with environmentally, socially and economically sustainable practices at every stage of the life-cycle. Customers have been very supportive of extending the Fair Trade line (certified through Transfair USA) to cover domestic production as well. However, some of the standards used for Fair Trade don't translate very well to the US context. You need to determine the standards that Wholesome Foodmart will use for this new line of domestic fair trade...."
Biofuels and Ethics"You are a community member invited to participate in a focus group to collaborate on providing recommendations for biofuels futures..."
Challenging Collaborations in Sustainable Agriculture"Oregonians for Food and Shelter (OFS) is an extremely conservative (politically) organization that has corporate backing and a central powerful lobbyist. One of the items on their agenda is blocking the further growth of the Oregon Sustainable Agriculture Resource Center (OSARC), and making sure farmers don't change/reduce/integrate their use of chemical pesticides as a result of finding out about sustainable practices..."
Methods of Interdisciplinary Research, (class designed for senior undergraduates)"Illustrating to undergraduates in Environmental Studies/Natural Resources Management the need and difficulty for collaborative interdisciplinary approaches to environmental problem solving...
For centuries, Maya of Yucatan Peninsula, Mexico have been using the forest for construction materials, medicinal plants, bush meat and other non-timber forest products (such as a flower source for honey bees.) In addition,..."
Resources
PBL site of Peter Taylor with links to rationale for using PBL, sample scenarios, KAQ framework for inquiry and exchange (see especially PBL guided tour).
National Center for Case Study Teaching in Science
PBL clearinghouse at University of Delaware