This issue of the journal presents a diverse collection of articles and reports that demonstrate the effectiveness of using civic questions to enhance science learning.
Two of the articles address the role of pedagogy in improving science learning among female students. J. Kasi Jackson (West Virginia University) and Jane Caldwell (Washington and Jefferson College) discuss the use of feminist pedagogies within a large science course for non-majors. For readers interested in attracting more diverse students to undergraduate science majors, Ellen Mappen (National Center for Science and Civic Engagement), David B. Knight and Stephanie L. Knight (both of Pennsylvania State University) provide a valuable review of current literature on how civic engagement pedagogies can increase the representation of women undergraduates in STEM disciplines.
The other four articles in this issue exemplify the rich potential offered by environmental problems to teach a wide range of topics in science and mathematics. Peter Bower (Barnard College), Ryan Kelsey and Frank Moretti (both of Columbia University) have written a research article on the multi-year implementation and assessment of their innovative simulation called Brownfield Action. Abour H. Cherif and Linda Michel (DeVry University) have collaborated with Farahnaz Movahedzadeh (Harold Washington University) to develop and teach an engaging role-playing activity on the environmental release of genetically modified mosquitoes as a strategy to control malaria. Turning to mathematics, Thomas J. Pfaff, Ali Erkan, Jason G. Hamilton, and Michael Rogers (Ithaca College) have linked their teaching of calculus to an evaluation of climate change. To conclude the issue, W. Lindsay Whitlow (Seattle University) has partnered with Sara Hoofnagle (Einstein Middle School) to contribute an article with the wonderfully evocative title of Mud, Muck, and Service.
As always, we wish to thank all the authors for sharing their work with the readers of this journal.
|(Coming Soon: Table of Contents with Individual Article Pages)|
— Trace Jordan
— Eliza Reilly