essedesignguide.org

• Like Earth, the learning environment is a dynamic system with interacting components. Student learning styles, prior knowledge, student learning objectives, available learning resources, learning approaches, and evaluation do not stand alone – they all act to create a dynamic learning environment.
  
  

• Student learning objectives, learning approaches, and assessments are intimately linked and should be addressed at the beginning of course design. Effective evaluation occurs when assessments are directly associated with student learning objectives.
  
  

• As part of the NASA funded ESSE program , over 130 ESS courses have been offered and evaluated at large research institutions, comprehensive universities, liberal arts colleges, and minority serving institutions. These courses have served introductory, advanced undergraduate, and graduate students.
  
  

• ESS courses have many common learning objectives, including: demonstrating systems thinking; developing an ESS knowledge base; applying ESS to the human dimension, expanding and applying analytical skills; improving critical thinking skills; building professional/career skills; and acquiring an enjoyment of and appreciation for science.
  
  

• Special pedagogical approaches have been implemented in many ESS courses. These approaches include use of exciting topics (the “Wow” factor), systems thinking, interdisciplinary team-teaching, inquiry-based learning, project-based learning, problem-based learning, use of technology, international experiences, scientific communication, and undergraduate research.