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Interdisciplinary education offers a collaborative approach to multifaceted topics, such as environmental sustainability. In this article, we present the conceptual framework and lessons learned from a team-taught course, entitled Sustainability, Energy, and the Green Economy (SEGE). Faculty from the departments of Physics, Chemistry, and Biology offered the course during the 2015-2016 and 2016-2017 academic years at Bronx Community College (BCC). The described interdisciplinary approach was intended to engage students through research-driven, project-based learning using life cycle analysis (LCA) of a simple consumer product. By teaching solution-oriented approaches, SEGE translates complex real-world problems into classroom learning for nonSTEM majors. As compared to student performance and engagement data from three 100-level STEM courses at BCC, analyses of C or above grade performance, passing rate, and withdrawal rate indicate that SEGE effectively engaged and retained students. Additionally, student surveys are presented, and were used to guide instructional strategy for effective team teaching and assessment.

A rigorous treatment of the sea ice medium has been incorporated in the advanced Coupled Ocean-Atmosphere Radiative Transfer (COART) model. The inherent optical properties (IOPs) of brine pockets and air bubbles over the 0.25-4.0 μm spectral region are parameterized as a function of the vertical profile of the sea ice physical properties (temperature, salinity and density). We test the model performance using available albedo and transmittance measurements collected during the Impacts of Climate on the Ecosystems and Chemistry of the Arctic Pacific Environment (ICESCAPE) and the Surface Heat Budget of the Arctic Ocean (SHEBA) field campaigns. The observations are adequately simulated when at least three layers are used to represent bare (first-year and multi-year) ice, including a thin top layer characterized by low density and high scattering. Two layers can be sufficient to model isolated cases of multi-year ice, and apply well to ponded ice except for shallow ponds over thick ice. The albedo and transmittance of ponded ice in the visible are mainly determined by the optical properties of the ice underlying the water layer used to model the pond. Sensitivity results indicate that the air volume or ice density has the largest impact on the simulated fluxes. Possible contamination from light-absorbing impurities, such as black carbon or ice algae, is also implemented in the model and is able to effectively reduce the albedo and transmittance in the visible spectrum to further improve the model-observation agreement. The agreement between the observed and modeled spectra validates the parameterization of the sea ice IOPs, and endorses COART as an accurate tool for radiation studies in the cryosphere. [ABSTRACT FROM AUTHOR]

This paper presents a pedagogical approach and assessment of student performance in a Stellar Astronomy course taught in an online class section and a traditional class section at the Bronx Community College of the City University of New York. The two-year Associate in Arts and Sciences degree program at Bronx Community College offers an astronomy course to fulfill the core science course requirement. The use of an online learning environment in Astronomy for the core science course requirement offers many advantages for students, especially for working students, to enhance their science learning experience. The use of smart technology for a quicker assessment of students’ performances in promptly graded weekly submissions and access to technology-rich Smartwork Astro tours, Astro dictionary, and Nebraska simulations overcomes the various pedagogical challenges of face-to-face classroom settings. Access to online learning allows more students to be reached within a limited time as well as the maintenance of detailed records of student interactions, weekly submissions, and the comprehensive assessment of student performance. Online learning access for a core science course requirement in undergraduate education mitigates barriers to higher education, encourages student-centered learning, and advances teaching in the digital age of the 21st century. [ABSTRACT FROM AUTHOR]