{"id":75830,"date":"2025-02-10T00:15:16","date_gmt":"2025-02-10T05:15:16","guid":{"rendered":"https:\/\/world.edu\/?p=75830"},"modified":"2025-02-10T00:15:16","modified_gmt":"2025-02-10T05:15:16","slug":"california-wildfires-force-students-to-think-about-the-connections-between-stem-and-society","status":"publish","type":"post","link":"https:\/\/world.edu\/california-wildfires-force-students-to-think-about-the-connections-between-stem-and-society\/","title":{"rendered":"California wildfires force students to think about the connections between STEM and society"},"content":{"rendered":"

\"\"<\/strong><\/h4>\n

Title of course:<\/strong><\/h4>\n

\u201cSTEM & Social Impact: Climate Change<\/a>\u201d<\/p>\n

What prompted the idea for the course?<\/strong><\/h4>\n

Harvey Mudd College\u2019s mission<\/a>\u00a0is to educate STEM students \u2013 short for science, technology, engineering and math \u2013 so they have a \u201cclear understanding of the impact of their work on society.\u201d But the \u201cimpact\u201d part of our mission has been the most challenging to realize.<\/p>\n

When our college revised its \u201cCore Curriculum<\/a>\u201d in 2020, our faculty decided we should create a new required impact course for all students.<\/p>\n

What does the course explore?<\/strong><\/h4>\n

The course is taught by a team of eight instructors who share their own disciplinary perspectives and help students critically analyze proposed interventions for increasing wildfire risks.<\/p>\n

Our instructors teach\u00a0biology<\/a>,\u00a0chemistry<\/a>,\u00a0computer science<\/a>\u00a0and\u00a0mathematics<\/a>.<\/p>\n

The class also includes scholars focused on\u00a0media studies<\/a>,\u00a0political science<\/a>\u00a0religious studies<\/a>\u00a0and\u00a0science, technology and society<\/a>.<\/p>\n

The course focuses on\u00a0California wildfires<\/a>\u00a0so students can think critically about the ways STEM and social values shape each other.<\/p>\n

For example,\u00a0in 1911<\/a>, U.S. Forest Service deputy\u00a0F. E. Olmsted<\/a>\u00a0applied the\u00a0Social Darwinist<\/a>\u00a0idea of \u201csurvival of the fittest\u201d to forest management. Reflecting the prevailing views of his era, he believed that competition was the driving force behind biology, economics and human progress \u2013 where the strong thrive and the weak fail.<\/p>\n

Olmsted said it was good forestry and good economics to let the forests grow unchecked. This policy would yield straight and tall \u201cmerchantable timber\u201d suitable for sale and the needs of industry.<\/p>\n

He also rejected \u201clight burning<\/a>,\u201d which\u00a0Native Americans<\/a>\u00a0had used for centuries to manage forest ecosystems and reduce the flammable undergrowth.<\/p>\n

We live with the consequences of such reasoning 100 years later. Fires speed through overgrown land at alarming rates and release\u00a0enormous amounts of carbon and other particulate matter<\/a>\u00a0into the atmosphere.<\/p>\n

Why is this course relevant now?<\/strong><\/h4>\n

Climate change is arguably the most pressing concern of our time. And wildfires are particularly relevant to those of us in fire-prone areas like Southern California.<\/p>\n

Public distrust of science is increasing<\/a>. Consequently, society needs skilled STEM practitioners who can understand and communicate how scientific interventions will have different consequences and appeal to different stakeholders.<\/p>\n

For example, Los Angeles first responders have been using\u00a0drones for search and rescue<\/a>\u00a0and to gather real-time information about fire lines\u00a0since at least 2015<\/a>.<\/p>\n

But the public is not always comfortable with\u00a0drones flying over populated areas<\/a>.<\/p>\n

The Los Angeles Fire Department has fielded enough citizen concerns about \u201csnooping drones<\/a>\u201d and\u00a0government concerns about data collection<\/a>\u00a0that it developed\u00a0strict drone policies<\/a>\u00a0in consultation with regulators and the American Civil Liberties Union.<\/p>\n

The course\u2019s focus on writing, critical thinking and climate change science prepares students to participate in public discussions about such interventions.<\/p>\n

By making students consider the impact of their future work, we also hope they will be proactive about the careers they want to pursue, whether it involves climate change or not.<\/p>\n

What\u2019s a critical lesson from the course?<\/strong><\/h4>\n

Not everyone benefits in the same way from a single innovation.<\/p>\n

For example,\u00a0low-income and rural Americans<\/a>\u00a0are less likely to benefit from the lower operating costs and lower pollution of electric vehicles. That\u2019s because inadequate investment in public charging infrastructure makes owning them less practical.<\/p>\n

The course\u2019s interdisciplinary approach helps to expose these kinds of structural inequities. We want students to get in the habit of asking questions about any technological solution.<\/p>\n

They include questions like: Who is likely to benefit, and how? Who has historically wielded power in this situation? Whose voices are being included? What assumptions have been made? Which values are being prioritized?<\/p>\n

What materials does the course feature?<\/strong><\/h4>\n

We combine popular and scholarly sources.<\/p>\n

Students\u00a0watch two<\/a>\u00a0documentaries<\/a>\u00a0about the\u00a02018 Camp Fire<\/a>\u00a0in Paradise, California, which killed 85 people.<\/p>\n

They analyze wildfire data using the\u00a0Pandas library<\/a>, an open-source data manipulation library for the Python computer programming language.<\/p>\n

They also read a\u00a0Union of Concerned Scientists report<\/a>\u00a0examining fossil fuel companies\u2019 culpability for increased risk of wildfires. And they analyze the environmental historian William Cronon\u2019s\u00a0classic indictment<\/a>\u00a0of the environmentalist movement for romanticizing an idea of a pristine \u201cwilderness\u201d while absolving themselves of the responsibility to protect the rest of nature \u2013 humans, cities, farms, industries.<\/p>\n

We also examine\u00a0poetry by Ada Lim\u00f3n<\/a>,\u00a0indigenous ecology<\/a>\u00a0and\u00a0Engaged Buddhism<\/a>.<\/p>\n

What will the course prepare students to do?<\/strong><\/h4>\n

The final assignment for the course asks students to critically analyze a proposed intervention dealing with growing California wildfire risk using the disciplinary tools they have learned.<\/p>\n

For example, they could choose the increased deployment of\u00a0\u201cbeneficial fires\u201d to reduce flammable biomass in forests<\/a>.<\/p>\n

For this intervention, we expect that students would address topics like\u00a0the historical erasure of Indigenous knowledge<\/a>\u00a0of prescribed burning,\u00a0financial liabilities associated with controlled burning,<\/a>\u00a0and scientific research on\u00a0the efficacy of beneficial fires<\/a>.<\/p>\n

Author Bios:<\/strong> Erika Dyson is Professor of Religous Studies and Darryl Yong is Professor of Mathematics both at Harvey Mudd College<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Title of course: \u201cSTEM & Social Impact: Climate Change\u201d What prompted the idea for the course? Harvey Mudd College\u2019s mission\u00a0is to educate STEM students \u2013 short for science, technology, engineering and math \u2013 so they have a \u201cclear understanding of the impact of their work on society.\u201d But the \u201cimpact\u201d part of our mission has […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[435269],"coauthors":[11733],"class_list":["post-75830","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-stem-students"],"acf":[],"yoast_head":"\nCalifornia wildfires force students to think about the connections between STEM and society - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/california-wildfires-force-students-to-think-about-the-connections-between-stem-and-society\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"California wildfires force students to think about the connections between STEM and society - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Title of course: \u201cSTEM & Social Impact: Climate Change\u201d What prompted the idea for the course? 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