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Published December 10, 2019 | Supplemental Material
Journal Article Open

Systems Thinking in Science Education and Outreach toward a Sustainable Future

Abstract

Systems thinking, interdisciplinary research projects, and creative problem solving are ways to frame modern chemistry curricula to inspire the next generation of scientists, engineers, teachers, and citizens to use their skills and education to create a sustainable future. By integrating planetary boundaries, green chemistry, and the UN sustainable development goals, we use a systems thinking approach in undergraduate education and outreach to a range of diverse populations to drive discussion, exploration of scientific principles, and teach students how they can use chemistry to solve the distinctive challenges of the anthropocene. Interdisciplinary research projects employ critical thinking, problem solving, and creativity as part of the scientific method. Translating undergraduate research in nanotechnology, renewable energy, and sustainability into lesson plans and engaging in outreach to diverse populations promotes equity in science education and encourages underrepresented groups to seek careers in a scientific field. Community college students act as role models in outreach as they teach chemistry using a systems thinking approach, connect sustainability to STEM careers that can make a positive impact on local communities, and show underrepresented groups that they are needed in these disciplines. Engaging, interdisciplinary laboratories used in outreach, such as the synthesis of algae biodiesel, making paints from natural resources, sustainable agriculture and engineering, and DNA origami, access all aspects of systems thinking. Using systems thinking as a framework in science education and outreach teaches students the significance and relevance of chemistry while creating a platform for women and underrepresented groups to learn how important their representation is to contribute to a sustainable, equitable future.

Additional Information

© 2019 American Chemical Society and Division of Chemical Education, Inc. Received: April 1, 2019; Revised: October 25, 2019; Published: November 21, 2019. We are extremely grateful to Profs. Mamadou Diallo and Julie Kornfield for the invitation to participate in the Sustainability Science and Engineering course at Caltech, which inspired use of the planetary boundaries framework in our outreach efforts and courses at PCC. Naneh Vartan, Jiaqi Liu, Jason Hernandez, and Edward Garcia helped develop and implement outreach lessons. Jiaqi Liu created the planetary boundaries graphic design and artwork. Dr. J. Blatti's Environmental Science courses at PCC are recognized for their efforts in the projects and discussions. All students involved in outreach activities are acknowledged for their enthusiastic participation: APEX Academy in Hollywood, ALC in Downtown, Los Angeles, Compton High School, Mt. San Antonio College, Caltech Science for March, K–12 LAUSD teachers, Tech Savvy Girls Science Day, the Girl Scouts, and Girls STEAM Academy. We appreciate Ashwin Gopinath (MIT), Paul Rothemund (Caltech), and Greg Tikhomirov (Caltech) for invaluable guidance with DNA origami experiments. Jared Ashcroft and Veronica Jaramillo were instrumental partners in establishing and growing the Early Career Undergraduate Research Experience (eCURe) program at PCC. The Natural Sciences Division at PCC is acknowledged for support of the eCURe program. Research funding was provided by the National Science Foundation ATE program (NSF-ATE, #:1601813). The authors declare no competing financial interest.

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August 19, 2023
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