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Use of Google Earth Engine for Teaching Coding and Monitoring of Environmental Change: A Case Study among STEM and Non-STEM Students

Author

Listed:
  • Ileana A. Callejas

    (Department of Civil and Environmental Engineering, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Liana Huang

    (Department of Civil and Environmental Engineering, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Marisol Cira

    (Department of Civil and Environmental Engineering, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Benjamin Croze

    (Department of Civil and Environmental Engineering, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Christine M. Lee

    (Jet Propulsion Laboratory, California Institute of Technology, Pasadena, CA 91125, USA)

  • Taylor Cason

    (Department of Civil and Environmental Engineering, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Elizabeth Schiffler

    (Department of Theater, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Carlin Soos

    (Department of Information Studies, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Paul Stainier

    (Institute of the Environment & Sustainability, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Zichan Wang

    (The Cotsen Institute of Archaeology, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Shanna Shaked

    (Center for Education Innovation & Learning in the Sciences, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Moana McClellan

    (Institute of the Environment & Sustainability, University of California, Los Angeles, Los Angeles, CA 91011, USA)

  • Wei-Cheng Hung

    (Department of Chemistry and Biochemistry, Loyola Marymount University, Los Angeles, CA 90045, USA)

  • Jennifer A. Jay

    (Department of Civil and Environmental Engineering, University of California, Los Angeles, Los Angeles, CA 91011, USA)

Abstract

Computational skills are advantageous for teaching students to investigate environmental change using satellite remote sensing. This focus is especially relevant given the disproportionate underrepresentation of minorities and women in STEM fields. This study quantified the effects in both a STEM and a non-STEM class of Earth science remote sensing modules in Google Earth Engine on students’ self-efficacy in coding, understanding remote sensing, and interest in science and a career in environmental research. Additionally, the STEM students engaged in a course-based undergraduate research experience (CURE) on water quality. Satellite imagery was used to visualize water quality changes in coastal areas around the world due to the COVID-19 pandemic shutdown. Pre- and post-surveys reveal statistically significant changes in most students’ confidence to apply coding skills to investigate environmental change and understand remote sensing. The intervention was not sufficient to lead to significant changes in interest in science or a career in environmental research. There is great benefit in incorporating remote sensing labs to teach environmental concepts to STEM and non-STEM students and to bolster the confidence of underrepresented minorities and females in STEM.

Suggested Citation

  • Ileana A. Callejas & Liana Huang & Marisol Cira & Benjamin Croze & Christine M. Lee & Taylor Cason & Elizabeth Schiffler & Carlin Soos & Paul Stainier & Zichan Wang & Shanna Shaked & Moana McClellan &, 2023. "Use of Google Earth Engine for Teaching Coding and Monitoring of Environmental Change: A Case Study among STEM and Non-STEM Students," Sustainability, MDPI, vol. 15(15), pages 1-13, August.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:15:p:11995-:d:1210460
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    References listed on IDEAS

    as
    1. Jennifer A. Jay & Raffaella D’Auria & J. Cully Nordby & David Andy Rice & David A. Cleveland & Anthony Friscia & Sophie Kissinger & Marc Levis & Hannah Malan & Deepak Rajagopal & Joel R. Reynolds & We, 2019. "Reduction of the carbon footprint of college freshman diets after a food-based environmental science course," Climatic Change, Springer, vol. 154(3), pages 547-564, June.
    2. Jean Stockard & Celeste M. Rohlfing & Geraldine L. Richmond, 2021. "Equity for women and underrepresented minorities in STEM: Graduate experiences and career plans in chemistry," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 118(4), pages 2020508118-, January.
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