Book Synopsis
The purpose of this study is to analyze student thinking as outcomes of a consumption literacy curriculum in a general education environmental science lab course at the University of Colorado at Denver. The curriculum is designed to educate students about environmental science through a critical investigation of student's everyday natural resource consumption. Then students further develop their thinking and findings through the production of a digital story. The environmental science lab curriculum innovations, aligned with university STEM reform agendas, include (a) more time for classroom conversation, (b) opportunities for developing a community in the classroom, (c) students everyday life experiences, and (d) a more student-centered form of expression through a digital storytelling project. The conclusions of this study emphasize the power of creating learning experiences that are personally relevant, beneficial, and enjoyable for the learners as well as the instructor.