103 Balancing Tradition and Innovation: Evolving Geoscience Curricula for a Changing World (Posters)
This session examines geoscience curricula balancing traditional foundations and innovative, interdisciplinary approaches. We invite abstracts exploring how programs address evolving societal challenges while preparing students for licensure exams and diverse career pathways.
Monday, 20 October 2025
8:00 AM - 5:30 PM
HBGCC, Hall 1
Enhancing Student Learning of Global Warming Through Reflective Writing
Paper number: 103-6
Program: Technical Sessions
Time: 8:00 AM – 8:00 AM
Authors
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Guang ZengTexas A&M University-Corpus Christi, Corpus Christi, Texas
Abstract
Recent surveys have shown that a significant percentage of young adults in the U.S. are disengaged from or disagree with the idea that human activity is the primary cause of global warming.¹-³ However, the National Academy of Sciences has published studies presenting strong scientific evidence that links global warming to increased human consumption of fossil fuels.⁴ It is worth mentioning that the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has established learning objectives aimed at educating the global population about global warming and renewable energy by 2030.⁵ In this study, we introduce how physics educators can incorporate reflective writing to promote a deeper student understanding of global warming in introductory college physics and physical science courses—without significantly increasing instructional time.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-413980
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