Extreme Atlanta: Using Project-Based Learning to Enhance Student Scientific Abilities within the Context of an Interdisciplinary Climate Change/Urbanization Course

Extensive research has demonstrated the benefits of implementing project-based learning, problem-based learning, or team-based learning within STEM courses (e.g., Regassa and Morrison-Shetlar 2009, Charlton-Perez 2013, Yuretich and Kanner 2015). Motivated by this research and the Georgia Institute of Technology’s (i.e., "Georgia Tech's") push towards increasing interdisciplinary research opportunities for undergraduate students, the course, “Extreme Atlanta: Climate Change in Urban Spaces” was developed and taught at the Georgia Tech during the Fall 2019 semester. Cross-listed between the School of Earth and Atmospheric Sciences and the School of Biological Sciences, the goal of this course was to immerse students within local urbanization and climate change problems being tackled by citizens within the greater Atlanta, GA community. Specifically, students conducted student-led research projects on air quality variability throughout the city, atmosphere-freshwater-ecosystem interaction at Proctor Creek and the urban heat island effect within the metropolitan area.

The course was structured as 3 modules: “Air,” “Water” and “Land.” After using one full class period at the start of each module to provide a topic overview, the remainder of class periods were used by students to accomplish the following: 1) develop one or more research question(s) or hypothesis(es) that could be investigated within the limitations of the course, 2) determine the data needed as well as a methodology to test the question(s)/hypothesis(es), 3) collect and/or analyze data and 4) draw conclusions and determine limitations and future work. In-class time also included guest speakers, field trips to relevant sites within the greater Atlanta, GA region and peer-review of students’ writing assignments. Out-of-class time was utilized by students to conduct literature reviews relevant to their research.

For each module research project, students were expected to produce a short "extended abstract" length research paper, a 1-page “summary for policy makers” and a “conference-style” oral presentation. Evidence of student research projects, learning gains as determined from course reflection assignments and thoughts on their course experience are presented. Future improvements to this course, along with recommendations for instructors interested in adopting aspects of this course within their instruction, are also discussed.