Multidisciplinary environmental studies in university teaching: A mixed green salad

1. HENVI/Kaisa Korhonen-Kurki Multidisciplinary environmental studies in university teaching: A mixed green salad Janna Pietikäinen HELSINKI UNIVERSITY CENTRE FOR ENVIRONMENT, HENVI

2. Organisation chart http://www.helsinki.fi/inbrief/organisation.htm

3. Faculties Independent institutes

4. HENVI

5. Helsinki UniversityCentre for Environment, HENVI Carries out and coordinates environmental research and teaching in UH All faculties of the University of Helsinki are participating Formed in May 2008 Aim is to enhance interdisciplinary environmental research and teaching and to raise public awareness of environmental issues.

6. Organisation • HENVI steering committee: Deans from 7 faculties HENVI scientificboard: representativesfromallfaculties (environmental expertise) HENVI advisoryboard: representativesfrominterest groups and stakeholders (20)

7. Resources Research coordinator University lecturer Project planner Research funding (UH): 3 research programmes External funding: 8 joint researchers

8. HENVI Research • Transfer of scientificknowledge • Seminars and forums • Science Days • Coordination

9. HENVITeaching • Multidisciplinaryenvironmentalstudymodule. • Introductorycourse • Interdisciplinary Special courses • Seminars • Studentadvising

10. Taxonomy

11. Multidisciplinary environmental study module 25 ECTS credits 5 • Introductory course with 22 teachers • Working in groups • Preparing projects • Environmental free choise studies • 70-80 courses available every year 20

12. HENVI students per year N students

13. Environmental protection ENV.BIOLOGY HISTORY ECOTOXICOLOGY POLITICS ENV AND MEDICINES ENV. EDUCATION SOIL SCIENCE ENV. AND MEDIA My major GEOLOGY SOCIOLOGY CHEMISTRY LAW PHILOSOPHY GEOGRAPHY ENV. AND RELIGION PHYSICS AESTHETICS ENV. HEALTH ECONOMICS Student feedback form

14. Students’ ability to integrate information n=52

15. Students’ feedback on working in multidisc. groups

16. Ways to enhance interdisciplinarity • Teachers: joint planning and defining the relationship of disciplines to nature • Students: working in multidisciplinary groups on thematic environmental questions • Course level: Reading reports and participating in panel discussion

17. Power and effect • We get students from all faculties, but not evenly • Social sciences, humanities, law 25 % • Natural sciences 75 % • How effective are we? • Number of Bachelor’s Degrees 2010: 2854 • Number of HENVI students 2010: 108  4 %

18. Erikoiskurssit

19. Conclusions • Multidisciplinarity is difficult both for teachers and students. However, it can be learned. Problems, weaknesses: • The disintegration of knowledge, surface-oriented learning • Ways to enhance interdisciplinarity • Building connections and bridges • Thematic or problem based learning • Working in groups

20. Future: new connections created • Thematic programmes e.g. Baltic Sea, Sustainable society, Forests and climate change • Communicating science through art • Building of a green campus and integrating to teaching Photo: Aalto University School of Art and Design

21. Salad dressings: Thematic or problem based approach Hands on approach in e.g. research project, art, communication, development projects