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1. Climate changes of the past: Engaging in evidence-based argumentation

   Governor, D. ; Strickland, K. ; Bailey, J. M. ( October 2020 , The Earth scientist)

   null (Ed.)

   Our Earth’s climate is dynamic and ever changing. The fossil record provides evidence of early organisms and information about climate changes of the past. By exploring evidence of variations in the fossil record, students can better understand the issues related to climate change today. In the build-a-MEL activity described here, students are asked to evaluate different lines of evidence and make a judgement about how they connect to alternative explanatory models. Critical thinking skills are enhanced while students engage in a process of negotiation about the evidence, and students are hopefully better prepared to address the complexity of issues related to our current climate change situation from studying fossil evidence. 

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2. Survey Development to Measure the Gap Between Student Awareness, Literacy and Action to Address Human Caused Climate Change

   Shealy, T. ; Godwin, A ; Gardner, H. ( June 2017 , ASEE Annual Conference proceedings)

   The United Nation’s Sustainable Development Goals state climate change could irreversibly affect future generations and is one of the most urgent issues facing society. To date, most education research on climate change examines middle and high school students’ knowledge without considering the link between understanding and interest to address such issues in their career. In research on students’ attitudes about sustainability, we found that half of first-year college engineering students, in our nationally representative sample of all college students at 4-year institutions (n = 937), do not believe climate change is caused by humans. This lack of belief in human-caused climate change is a significant problem in engineering education because our results also indicate engineering students who do not believe in human caused climate change are less likely to want to address climate change in their careers. This dismal finding highlights a need for improving student understanding and attitudes toward climate change in order to produce engineers prepared and interested in solving complex global problems in sustainability. To advance understanding about students’ understanding of climate change and their agency to address the issue, we developed the CLIMATE survey to measure senior undergraduate engineering students’ Climate change literacy, engineering identity, career motivations, and agency through engineering. The survey was designed for students in their final senior design, or capstone course, just prior to entering the workforce. We developed the survey using prior national surveys and newly written questions categorized into six sections: (1) career goals and motivation, (2) college experiences, (3) agency, (4) climate literacy, (5) people and the planet, and (6) demographic information. We conducted focus groups with students to establish face and content validity of the survey. We collected pilot data with 200 engineering students in upper-level engineering courses to provide validity evidence for the use of these survey items to measure students and track changes across the undergraduate curriculum for our future work. In this paper, we narrate the development of the survey supported by literature and outline the next step for further validation and distribution on a national scale. Our intent is to receive feedback and input about the questions being asked and the CLIMATE instrument. Our objective is to share the nationally representative non-identifiable responses (the estimated goal is 4,000 responses) openly with education researchers interested in students understanding about climate change, their engineering identity, career motivations, and agency through engineering. Ultimately, we want this research to become a catalyst for teaching about topics related to climate change in engineering and its implications for sustainability. 

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3. Survey Development to Measure the Gap Between Student Awareness, Literacy and Action to Address Human Caused Climate Change

   Shealy, Tripp ; Godwin, Allison ; Gardner, Haley ( June 2017 , ASEE Annual Conference proceedings)

   The United Nation’s Sustainable Development Goals state climate change could irreversibly affect future generations and is one of the most urgent issues facing society. To date, most education research on climate change examines middle and high school students’ knowledge without considering the link between understanding and interest to address such issues in their career. In research on students’ attitudes about sustainability, we found that half of first-year college engineering students, in our nationally representative sample of all college students at 4-year institutions (n = 937), do not believe climate change is caused by humans. This lack of belief in human-caused climate change is a significant problem in engineering education because our results also indicate engineering students who do not believe in human caused climate change are less likely to want to address climate change in their careers. This dismal finding highlights a need for improving student understanding and attitudes toward climate change in order to produce engineers prepared and interested in solving complex global problems in sustainability. To advance understanding about students’ understanding of climate change and their agency to address the issue, we developed the CLIMATE survey to measure senior undergraduate engineering students’ Climate change literacy, engineering identity, career motivations, and agency through engineering. The survey was designed for students in their final senior design, or capstone course, just prior to entering the workforce. We developed the survey using prior national surveys and newly written questions categorized into six sections: (1) career goals and motivation, (2) college experiences, (3) agency, (4) climate literacy, (5) people and the planet, and (6) demographic information. We conducted focus groups with students to establish face and content validity of the survey. We collected pilot data with 200 engineering students in upper-level engineering courses to provide validity evidence for the use of these survey items to measure students and track changes across the undergraduate curriculum for our future work. In this paper, we narrate the development of the survey supported by literature and outline the next step for further validation and distribution on a national scale. Our intent is to receive feedback and input about the questions being asked and the CLIMATE instrument. Our objective is to share the nationally representative non-identifiable responses (the estimated goal is 4,000 responses) openly with education researchers interested in students understanding about climate change, their engineering identity, career motivations, and agency through engineering. Ultimately, we want this research to become a catalyst for teaching about topics related to climate change in engineering and its implications for sustainability. 

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4. Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams

   https://doi.org/10.1007/s10956-023-10046-z  

   Gans, Nancy ; Zohery, Vivian ; Jaffe, Joshua B. ; Ahmed, Anissa ; Kim, Luke ; Lombardi, Doug ( May 2023 , Journal of Science Education and Technology)

   Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings. In the present study, we considered science learning during a scaffold-facilitated process, where secondary students evaluated the connections between lines of scientific evidence and alternative explanations about fossil fuels and climate change and gauged the plausibility of each explanation. Our investigation focused on the relations between students’ levels of evaluations, shifts in plausibility judgments, and knowledge gains, and examined whether there were differences in these relations between in-person classroom settings and virtual classroom settings. The results revealed that the indirect relational pathway linking higher levels of evaluation, plausibility shifts toward a more scientific stance, and greater knowledge gains was meaningful and more robust than the direct relational pathway linking higher levels of evaluation to greater knowledge gains. The results also showed no meaningful difference between the two instructional settings, suggesting the potential adaptiveness and effectiveness of properly-designed, scaffolded science instruction. 

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5. First Record of Fungal Diversity in the Tropical and Warm-Temperate Middle Miocene Climate Optimum Forests of Eurasia

   https://doi.org/10.3389/ffgc.2021.768405  

   Romero, Ingrid C. ; Nuñez Otaño, Noelia B. ; Gibson, Martha E. ; Spears, Tyler M. ; Fairchild, C. Jolene ; Tarlton, Laikin ; Jones, Savannah ; Belkin, Harvey E. ; Warny, Sophie ; Pound, Matthew J. ; et al ( December 2021 , Frontiers in Forests and Global Change)

   The middle Miocene Climate Optimum (MMCO) was the warmest interval of the last 23 million years and is one of the best analogs for proposed future climate change scenarios. Fungi play a key role in the terrestrial carbon cycle as dominant decomposers of plant debris, and through their interactions with plants and other organisms as symbionts, parasites, and endobionts. Thus, their study in the fossil record, especially during the MMCO, is essential to better understand biodiversity changes and terrestrial carbon cycle dynamics in past analogous environments, as well as to model future ecological and climatic scenarios. The fossil record also offers a unique long-term, large-scale dataset to evaluate fungal assemblage dynamics across long temporal and spatial scales, providing a better understanding of how ecological factors influenced assemblage development through time. In this study, we assessed the fungal diversity and community composition recorded in two geological sections from the middle Miocene from the coal mines of Thailand and Slovakia. We used presence-absence data to quantify the fungal diversity of each locality. Spores and other fungal remains were identified to modern taxa whenever possible; laboratory codes and fossil names were used when this correlation was not possible. This study represents the first of its kind for Thailand, and it expands existing work from Slovakia. Our results indicate a total of 281 morphotaxa. This work will allow us to use modern ecological data to make inferences about ecosystem characteristics and community dynamics for the studied regions. It opens new horizons for the study of past fungal diversity based on modern fungal ecological analyses. It also sheds light on how global variations in fungal species richness and community composition were affected by different climatic conditions and under rapid increases of temperature in the past to make inferences for the near climatic future. 

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