Innovating Online: Environmental Sciences

Dr. James Montgomery and Dr. Margaret Workman see vast potential for online learning in the Environmental Science Program. DePaul's Vision Twenty12 Strategic Plan sets an ambitious course for the University to become a leader in the delivery of innovative, technology-based and flexible high quality educational experiences for its students.

In the fall of 2007 Dr. Montgomery and Dr. Workman were awarded the Quality of Instruction Council (QIC) grant, which will help the Environmental Science Program (ESP) increase its limited online learning experiences for students enrolled in its courses. With the expected increase in both the number of high school graduates in the next two years as well as adult learners, and with the explosion of online learning programs at many American universities, the ESP is poised to develop a variety of online learning experiences for multiple audiences with varying needs.

Dr. Montgomery and Dr. Workman were kind enough to discuss their experiences moving their coursework online.


TC: The Environmental Sciences might be traditionally seen as a field that requires a significant amount physical hands-on work, including field and lab studies. How do you complement this type of learning with an increased online learning presence?

M & W: We are creating an online version of ENV 101 (Introduction to Environmental Science w/o lab). We purposely chose ENV 101 because it does not have a lab, hence, it is easier to design online activities. Despite not having a lab, we are designing this online course to include field experiences for the students, where they have to go to a nearby forest preserve or natural area and make observations and measurements. We may also design some self-guided field trips to the area botanic gardens iTunes site, we decided to extend these types of virtual activities to an online environmental science course. Maggie also saw that podcasting lectures would serve as a "Universal Design" model helping all students, particularly those in the PLuS Program and ESL students.

TC: What has been the student reaction to the increased technology use? Has participation improved, comprehension, retention?

Today's tech savvy students love the use of technology in the classroom. In particular, incorporating technology into the classroom allows students who hate science to feel more comfortable and engaged. The students' reaction in Maggie's Discover class to the iTunes movie assignment has been very positive, with students commenting that they appreciate the opportunity to employ their creative skills in a constructive way. Also, Maggie reports that her podcast lectures (link must be referenced when logged into Campus Connect) have received more hits than Daniel Craig's website! While we have no hard data on participation, the iTunes movie assignment requires all students to be in the movie, so they cannot stand idly on the sidelines and get credit for this assignment. One way we hope to increase student comprehension in our SI Intro Environmental Science class with a lab (ENV 102) is to produce some pre-lab movies demonstrating various types of lab equipment and procedures that the students will be using in that week's lab. They can download the movie onto their iPod and view it before lab while sipping an overpriced latte.

TC: What advice might you give to other teachers, departments, or colleges trying to develop courses with online learning in mind? Is it more effective to think of traditional courses and online learning as mutually exclusive items, if not what is their meeting point?


M & W: We would encourage everyone to consider adopting some aspect of online learning. The important thing to remember nowadays is that students are quite comfy with technology, and they almost have come to expect technology in the classroom (i.e. podcasts, posted powerpoint lectures, chat rooms, blogs, etc). Online learning and traditional courses can be quite complementary, rather than mutually exclusive. Technology is an item in our pedagogical toolbox, and when used properly and judiciously, it can enhance student learning.

TC: Technological limitations aside, imagine a perfect Environmental Sciences online learning environment, what would it look and act like?


M & W: A perfect course would be interactive among the students and the instructor and would incorporate a variety of tech tools including podcasts, blogs, discussion boards, etc. Essentially, such a course would engage students about the world's pressing environmental problems, using a variety of online environmental data that they could model and analyze. However, the best science course involves hands-on investigation. An online course can include this with no drop off in quality.

The Teaching Commons would like to thank Dr. James Montgomery and Dr. Margaret Workman for contributing to the site. If you would like to share your own story, classroom tips, advice, or experiences, please send us an e-mail.