Supplementary Material for Chapter 37

Using the Insights, Questions and Challenges (IQC) Framework to Improve Students’ Environmental Communication Skills

This chapter is published as:

Tarrant S. 2016. Using the Insights, Questions and Challenges (IQC) Framework to Improve Students’ Environmental Communication Skills.In: Byrne L (ed) Learner-Centered Teaching Activities for Environmental and Sustainability Studies. Springer, New York. DOI 10.1007/978-3-319-28543-6_37

Seaton Tarrant

Sustainability Studies, University of Florida, Gainesville, FL USA

This file contains the following supplementary material:

  • A: Example readings and completed IQC worksheet …beginning on p. 1
  • C: Supplementary readings …beginning on p. 3

This chapter also has the following supplementary material, available on the chapter’s website:

  • B: IQC reading and listening worksheets

Supplementary Material A: Example readings and completed IQC reading worksheet

The following readings have been successfully assigned for the IQC framework:

Gerlak, Andrea K. “Resistance and Reform: Transboundary Water Governance in the Colorado River Delta.” Review of Policy Research 32, no. 1 (January 1, 2015): 100–123.

Haddad, N. M., L. A. Brudvig, J. Clobert, K. F. Davies, A. Gonzalez, R. D. Holt, T. E. Lovejoy, et al. “Habitat

Fragmentation and Its Lasting Impact on Earth’s Ecosystems.” Science Advances 1, no. 2 (March 20, 2015): e1500052–e1500052.

Healy, Adam Nagourney, Jack, and Nelson D. Schwartz. “California Drought Tests History of Endless Growth.” The New York Times, April 4, 2015.

Kerry, John. “John Kerry: Our Historic Agreement With China on Climate Change.” The New York Times, November 11, 2014.

Vaidyanathan, Gayathri and ClimateWire. “Can Humans and Nature Coexist?” Accessed April 13, 2015.

The next page of this supplementary file presents a completed IQC reading worksheet which can be shared with students when introducing them to the IQC. This form was completed by a political science/sustainability studies double major in his junior year of study. He completed the worksheet in response to the New York Times article “California Drought Tests History of Endless Growth” (listed above). Notice that the student’s responses show strong critical thinking, and that he also identifies relevant data that is missing from the article. The student wanted to know “What is the actual effect of the personal reduction in water use?” This question led to the student conducting further research on the issue.

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IQCFramework
INSIGHTSWriteacreative,non-­‐obviousreactionExplain how the reading is or can beto the readingmade personally relevant / Make connections between the reading and larger issues
cultivatingdeeperunderstanding / People are treating this as just another crisis in California – the same scale and implications of anything else like earthquakes or power outages. But what’s going to happen when the state actually runs out of water? Really, what will happen? With a population of 38 million (and counting), what will everyone do? / While many people discuss the drought and lack of water in California, the issue is not considered elsewhere. Just because our own Florida aquifers have a different supply doesn’t mean the practices are sustainable here and not in California. California is just showing what could happen to every other state. / 80% of California’s water is being used for agriculture, which I assume, is a statistic that could be translated outside of just the state (even if it’s not 80%, agriculture is the largest user of water). Most discussions are about the state of California, and in some cases other states that are facing similar fates, but I think the case shows the serious consequences of continuing modern agricultural practices as they are. Large inputs for agriculture cannot continue as they are.
QUESTIONSWrite a question regarding the factsWrite a question regarding values / Writeaquestionregardingthewriter'skeyarguments
seekingmoreandbetterinformation / If 80% of California’s water use is for agriculture, why would the state start with reducing personal use? / Felicia Marcus, head of the State Water Resources Control Board, said “We have a long way to go before we have tapped out our resources.” Why is there such a refusal to acknowledge the direness of the situation? / The author frames the average citizen in California as against the reduction, and generally not taking the crisis seriously – is that an honest portrayal of the people?
CHALLENGESIdentify weak connections or missingIdentify terms not clearly defined or datamisused / Reveal any unstated assumptions
engagingcritically / What is the actual effect of the personal reduction in water use? / A quote by Richard White (pg 3) says the state just experienced a period of “desperately needed residential development” – what makes it so desperately needed? / The author clearly believes the water use reduction plan is a good place to start, but that not enough is being done.

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Supplementary Materials C: Readings relevant to participatory decision-making and natural resource management

Armitage, Derek, Melissa Marschke, and Ryan Plummer. “Adaptive Co-Management and the Paradox of Learning.” Global Environmental Change 18, no. 1 (2008): 86–98.

Brooks, Jacqueline Grennon, and Martin G. Brooks. In Search of Understanding: The Case for Constructivist Classrooms. ASCD, 1999.

Diduck, Alan, A. John Sinclair, Glen Hostetler, and Patricia Fitzpatrick. “Transformative Learning Theory, Public Involvement, and Natural Resource and Environmental Management.” Journal of Environmental Planning and Management, April 10, 2012, 1–20. doi:10.1080/09640568.2011.645718.

Dobson, Andrew. “Democracy and Nature: Speaking and Listening.” Political Studies 58, no. 4 (October 2010): 752–68. doi:10.1111/j.1467-9248.2010.00843.x.

Fischer, Frank. Citizens, Experts, and the Environment: The Politics of Local Knowledge. Duke University Press Books, 2000.

Giroux, Henry A. Schooling and the Struggle for Public Life: Democracy’s Promise and Education’s Challenge. 2nd ed. Paradigm Publishers, 2005.

Gokhale, A. A. “Collaborative Learning Enhances Critical Thinking.” Journal of Technology Education 7, no. 1 (1995): 83.

Israel, B. A., B. Checkoway, A. Schulz, and M. Zimmerman. “Health Education and Community Empowerment: Conceptualizing and Measuring Perceptions of Individual, Organizational, and Community Control.”

Lundegård, Iann, and Per‐Olof Wickman. “Conflicts of Interest: An Indispensable Element of Education for Sustainable Development.” Environmental Education Research 13, no. 1 (2007): 1–15. doi:10.1080/13504620601122566.

Stauffacher, M., A. I. Walter, D. J. Lang, A. Wiek, and R. W. Scholz. “Learning to Research Environmental Problems from a Functional Socio-Cultural Constructivism Perspective: The Transdisciplinary Case Study Approach.” International Journal of Sustainability in Higher Education 7, no. 3 (July 1, 2006): 252–75. doi:10.1108/14676370610677838.

Tarrant, Seaton Patrick and Thiele, Leslie Paul. “Environmental Political Theory’s Contribution to Sustainability Studies” Oxford Handbook of Environmental Political Theory. New York: Oxford Press, 2015.

Wals, Arjen E.J., Fabio Caporali, Paul Pace, Bill Slee, Nadarajah Sriskandarajah, and Martyn Warren. “Education for Integrated Rural Development: Transformative Learning in a Complex and Uncertain World.” The Journal of Agricultural Education and Extension 10, no. 2 (2004): 89–100. doi:10.1080/13892240485300141.

Wilczenski, Felicia L., Terry Bontrager, and Paula Ventrone. “Observing Collaborative Problem-Solving Processes and Outcomes.” Psychology in the Schools 38, no. 3 (May 2001): 269–81. doi:10.1002/pits.1017.

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