The use of deep listening, drawing, and reflections to cultivate inclusion and a culture of fuller observations of both the forest and the trees in Introductory Environmental Science

Abstract

The wonder and joy found in playing outside in a mud puddle is a useful educational mindset for exploring the natural sciences, however some students have not experienced joy or play in the natural world. Introductory environmental science is often a gateway course for exploring the natural world, although not all students come in with expectations of belonging or feeling included. In my first day surveys, student concerns ranged from stereotype threat that they aren’t good at math and science, to physical safety concerns in a world dominated by white cis male perspectives steeped in historically problematic patriarchal structures. Recognizing this I decided to use aspects of play and joy to support student engagement. I started with one specific exercise: Phenology Friday; even this required me to recognize that learning to see the natural world through wonder required teaching and learning.