GLOBAL CHANGE AND MOUNTAIN WATERSHEDS: AN INQUIRY-BASED LEARNING EXERCISE.
T.M. Hinckley, J. Fridley, L.B. Brubaker, M. Husbands, & V. Travers. College of
Forest Resources, University of Washington, Seattle, WA 98195 USA
Abstract: Environmental science and natural resource education
must be placed within the context of globalization, global climate
change and multiple bio-physical, cultural, social, economic and
political constraints. In response to this challenge and to paradigm
shifts in how students learn, we have developed a set of junior core
courses that (1) turn the curriculum-upside down, (2) feature the
world class outdoor laboratory of the Puget Sound region, (3)
emphasize inquiry-based learning, and (4) interdisciplinary group
projects. Three of the core courses deal with the continuum from
pocket parks in downtown Seattle to Pinus albicaulis stands in the
Alpine Lakes Wilderness Area.
One exercise, featured here, introduces students to an imaginary
watershed located on the eastside of the Cascades. An elaborate
set of background material on geological, vegetative, climatic, Native
American, European settlement and current history is provided. The
watershed’s physical and biological features, including a relief map,
are created in such a way that it represents no known watershed, yet
has the integrated, but unique attributes of any watershed from the
Canadian Border to the Columbia River. The watershed has private
and public landowners. Students identify all watershed stakeholders
(i.e., from Earth Justice to a “local” Chamber of Commerce), chose
one stakeholder to represent, and complete a detailed profile
summarized as a fact sheet. “Real-world-issues” then materialize in
the form of press releases, a press conference and newspaper
articles. Student groups now deal with these issues in terms of the
other stakeholders and a forthcoming negotiation and develop a
presentation appropriate to their stakeholder group.
The Watershed: The diagram below illustrates the
topographic features of the “Implausible” Watershed.
Numbers refer to a series of explanatory panels and
associated pictures (see below).
Landownership: NPS, USFS, USFS Wilderness, DNR, private
large & small, ski area & village, town, timber company (Zwei b.
vier), recreational homes, agriculture, county park.
Step II: Stakeholder Profiles were developed from the
perspective of consultants hired to document all of the
relevant features of a stakeholder including how they have
responded to environmental issues over the last half
decade. A sample fact sheet.
Step III Issues: These were presented via (1) written press
releases, (2) a live press presentation, (3) “newspaper”
articles with interviews and pictures & (4) Congressional Bill:
“Tribal Forest Protection Act.” An example press release &
newspaper article:
Panels illustrating landforms & vegetation
Class Exercise Perspectives
• There are two important perspectives with regard to this
exercise.
• Instructor Perspective: these are the elements
developed and provided by the instructors. They are
shown in light blue.
• Student Perspective: these are the elements for which
the students are responsible and they are shown in
yellow.
Exercise Objectives: Create an exercise using a
“watershed” based in “real” biophysical, cultural, ownership
and stakeholder attributes; develop detailed profiles about
the stakeholders; create one or more “issues” that
differentially impact the stakeholders; force stakeholders to
develop a position in a forthcoming negotiation. At the
same time, the “watershed” must not identifiable so
proposed solutions are not copied from known solutions.
Climate Data: Positions A through D represent a horizontal line
that goes from west of 2 to 13 in the watershed diagram.
Step IV: 12-minute presentations were developed as a
member of the stakeholder group preparing for a
negotiation (to deal with the issues). The example
illustrates three (of 18) plates from the Hermann Chamber
of Commerce’s presentation.
Word Based Description: Includes four detailed pages on the
geography, geology, natural history & vegetation, Native American
history, early explorers & settlers, current history & land use of the
Implausible Watershed.
Step V: Evaluation - faculty team involved with course, TA
& students themselves evaluated each presentation.
Students also provided comments in course evaluations.
Step I: Create the watershed and develop the biophysical,
cultural, historic and ownership backgrounds, use mixture
of pictures, diagrams and words, including humor and story
telling, to so do.
Students examined this information & became knowledgeable
about the watershed.
Summary: The stakeholder profiles created a surrogate for
institutional knowledge. The presentations created an
opportunity for role playing within a situation of hostiles and
allies. Problem-based learning & connect-the-dots work were
major outcomes of this exercise. Evidence was forthcoming
from evaluations, conversations & examinations
http://www.cfr.washington.edu/classes.cfr.303/MajorPresentation.htm