STEM Educator | Chemistry & Scientific Literacy Advocate | Graduate Student Mentor
About the course
Contemporary Issues in Science
a new approach to science curriculum for non-majors
ARSC 105: Contemporary Issues in Science: The Environment examines the science behind some of today’s most pressing societal issues, including climate change, energy production, chemicals in the environment, and vaccines. Designed for non-science majors, this course equips students with the critical thinking skills needed to evaluate scientific claims, distinguish credible sources from misinformation, and make informed decisions about issues that impact their lives and communities. Through interactive discussions and real-world case studies, students gain a deeper understanding of how science informs public policy and personal choices.
Just as the nature of science relies on experts from various fields building evidence to support scientific facts, this course mirrors that approach by bringing in specialists to present the evidence underpinning key theories. This team-taught structure enhances the credibility of the content while exposing students to a wide range of perspectives across disciplines, ultimately promoting scientific literacy among non-majors.
Course Modules
ARSC 105 explores socio-scientific issues related to chemical safety, climate change, and energy. Each module is led by one or two experts in the field, who present the scientific evidence supporting these topics. The course emphasizes critical thinking and equips students with the tools to identify and combat misinformation, disinformation, and pseudoscience.
Science as a Valid Way of Understanding the Natural World
Climate Change
Module 3
Energy
Module 4
Lesser Known Players in Climate Change
Chemicals, Drugs, and
Public Health
Learning Outcomes
1 / Describe
how scientists observe, collect data, and conduct experiments to understand the world.
2 / Explain
the peer review process and its role in validating scientific knowledge.
4 / Distinguish
between positive (descriptive, fact-based) and normative (opinion-based, value-driven) claims.
5 / Analyze
how scientific uncertainty is communicated and misinterpreted in the media, particularly regarding climate science, renewable energy, and environmental risks.
6 / Differentiate
between correlation and causation, particularly those presented in media and public discourse.
7 / Recognize & analyze
mis/disinformation strategies used to mislead the public.
8 / Classify
claims—such as those found in newspapers, websites, and popular science books—as either science or non-science (e.g., pseudoscience, mis/disinformation).
9 / Identify
well-established scientific facts and theories related to greenhouse gases, renewable energy, chemical exposure, and climate change.
10 / Communicate
scientific concepts related to climate, energy, and chemical safety using evidence-based reasoning and accurate data.
11 / Develop
teamwork skills by collaborating with peers to present a socio-scientific topic to a general audience.
12 / Analyze
the role of science in shaping public policy and decision-making on socio-scientific issues including climate change, vaccines, and energy policy.
13 / Assess
scientific findings that impact your life and future to make informed personal decisions.
14 / Reflect
on personal biases and how they influence the interpretation of scientific information.
15 / Apply
ethical reasoning to scientific debates and policy discussions.
What Students Are Saying
"WOW. Oh, my goodness, just fantastic. SO RELEVANT. Expanded my horizons, and made learning SO ENJOYABLE. The material itself was fabulous, and the instruction was unmatched. I loved coming to class."
"...the multiple teacher class helps with engagement and allows students to see multiple perspectives from people who are professionals and specialize in what they are talking about. We learned a main thing in this class that science has to be proved by a diverse group of scientists and this class represents that.”
“This is probably one of the most important courses we can take and the professors, organization and engagement exceeded my expectations of what this class would look like.”