Field investigations of microplastics in an undergraduate environmental science course: Development of transferable scientific skills.

Abstract:

Environmental science majors at American University are required to take introductory courses that include an experiential component. This course component centers around longer-term, investigative student-driven projects that are fundamental for students to develop transferable scientific skills and field experiences. One example of these projects involves students examining various physical science aspects of water pollution and investigating the prevalence and potential sources of microplastics and microfibers in local urban waterways. Students work in teams to collect water and sediment samples from Nash Run, a small tributary to the Anacostia River in Washington, DC. They then separate microplastics from water and sediment samples, analyze the data, and learn how to communicate the results of their work effectively. The work that students do in the field and the lab has resulted in them creating anchors to the content knowledge that they build in the classroom, and even in other courses. These real-world connections help students to see how science in general, and more specifically the skills they gain from field and lab work, can be applicable to different situations, not just the experiences we provide for them in the class. The skills and knowledge can also be relevant in future work and careers as they see how scientific questions and methods can be applied in the field.