Prepare earth systems scientists who serve society

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ESSP Mission
Prepare earth systems scientists who serve society
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• 3 Concentrations
• Watershed Systems
• Marine Coastal Ecology
• Science Education

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ESSP Faculty Expertise

• Forestry
• Zoology / Botany
• Marine Biology
• Atmospheric Science
• Wetlands Restoration
• Economics
• Environmental Policy
• Engineering
• K-12 Science Education

• Chemistry
• Physics
• Geology
• Hydrology
• Ecology
• Economics
• Oceanography
• GIS/GPS

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Teach rigorous basic science
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Use systems approach to integrate science with
policy and economics
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Systemic SystemsCalifornia State University,
Monterey BayUSRA/ESSE-21

• Steve Moore
• Chris Hasegawa
• Susan Alexander
• William Head
• Dan Shapiro

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A Systems Approach

• Its all about isomorphies!
• Example Negative feedback loop stability
• Carrying capacity / River sinuosity / Greenspan
• Provides universal jargon for sharing ideas
  among specialists in multidisciplinary
  problem-solving teams

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Systemic Systems Objectives

• Develop systems handbook for faculty
• Test/Revise handbook with ESSP faculty
• Redistribute content from existing, required,
  systems course throughout our 4-year ESSP
  program.
• Assess impact on teaching
• Future Assess impact on learning
• systems theory/modeling
• other discipline-specific content

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Learning Outcomes

• Approximately 20 outcomes
• 4 Areas
• Basic Systems Theory (esp. Feedback)
• Software (Stella Excel)
• Modeling Purposes and Approaches
• Science Systems Modeling
• Simple to Sophisticated

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4-Year Plan

• Fresh Basic systems definitions and feedback
  concepts. Exposure to common patterns of change
  in systems.
• Soph Intro to Systems Modeling
• Junior Applied Modeling, including analysis of
  assumptions, sensitivity, etc. (Includes review
  of basic concepts for transfers from community
  colleges)
• Senior Controversial Issues, Advanced
  Applications

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Evaluation

• Measurement of Faculty Handbook against models of
  effective outcomes-based teaching (TLA/CSUMB)
• Before/After assessment of systems knowledge
  among faculty
• Before/After comparison of explicit systems
  references in syllabi, exams, and other
  course-related documents.

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Conclusion

• Deeper student understanding of systems approach
  and relevance
• Better student comprehension, retention, and
  synthesis of discipline-specific information
• Added curricular space/flexibility
• Improved curricular coherence
• Increased dialog/collaboration among
  multidisciplinary faculty