Evolution of environmental chemistry study program curricula in tertiary education: a case study and general implications
| Authors | |
|---|---|
| Year of publication | 2024 |
| Type | Article in Periodical |
| Magazine / Source | ENVIRONMENTAL SCIENCE AND POLLUTION RESEARCH |
| MU Faculty or unit | |
| Citation | |
| Web | https://link.springer.com/article/10.1007/s11356-024-33756-2 |
| Doi | http://dx.doi.org/10.1007/s11356-024-33756-2 |
| Keywords | Environmental chemistry; University education; Curriculum; Feedback; Environment; Health |
| Attached files | |
| Description | Societal and scientifc progress has led to the formation of new study programs, often with multidisciplinary curricula. Guarantors and teachers of such programs must be prepared to quickly adapt to the needs and demands of students, society, the job market, and the commercial sphere since many issues start surfacing during the frst years of the programs’ life. Here we share our experience with such a process in the study program “Environment and Health” taught since 2019 at Masaryk University in Brno, Czech Republic. Feedback from students and alumni allows for improvement of the curriculum and organization of the program. We show feedback loops from three perspectives: Feedback from immediate short-term experience can be incorporated within a year, medium-term feedback loops can manifest after several years, and long-term ones even decades. While current students usually perceive only short- or medium-term issues, the philosophy and structure of the program must be built by predicting societal and commercial needs in the following decades. Such long-term aspects are often counterintuitive to students’ vision, but still have to be considered for the program to remain attractive to new applicants. Balancing the original vision, preparing and applying changes, and dealing with feedback on all levels are key managerial challenges of successful study programs. |
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