Professor Jesse Meiller and the Department of Earth Commons hosted the inaugural Water Connections Poster Symposium as the culminating event for students in the Foundations in Environmental and Sustainability Science II course.
The symposium–funded by the curriculum enrichment grant from CNDLS–featured 17 students from the class, each presenting their research on water-related topics that integrated both classroom and lab-based experiences. The event brought together students, faculty, and staff from across the Georgetown community to engage in scientific discourse, fostering a deeper understanding of critical environmental issues.
The Water Connections project, a semester-long initiative, asked students to explore a water-focused topic by connecting it to at least one experiential lab and two or more classroom discussions. Students were encouraged to integrate diverse sources of information, ranging from other courses to lived experiences, to conduct their research projects.
The poster symposium aligned with four key learning objectives of the course: engaging with scientific inquiry, synthesizing scientific evidence, communicating research both orally and in writing, and interpreting data in a statistically meaningful way. Students not only presented their findings, but also actively participated in their peers’ presentations, exchanging ideas and asking insightful questions. This aspect was particularly well-received, with many students expressing how much they enjoyed learning from each other’s work.
“I really enjoyed the aspect of students building their own work to share publicly. They were proud of what they produced and how they grew as scientists and communicators over the course of the project.”
The high level of engagement and enthusiasm from students and attendees alike inspired plans for future iterations of the symposium. Looking ahead, the model of student-driven research and public presentation offers a meaningful way for students to develop their scientific skills while fostering community connections both within and beyond the university.
Launched under the Georgetown Learning Initiative (GLI), curriculum enrichment/experiential learning grants (CEGs) support course-related activities that enhance student learning.
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