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An exploratory study of drawings as a tool to evaluate student understanding of the Food-Energy-Water (FEW) Nexus

Author

Listed:
  • Lydia Horne

    (Distance Education, Unity Environmental University)

  • Amanda Manzanares

    (University of Northern Colorado)

  • Nurcan Atalan-Helicke

    (Skidmore College)

  • Shirley Vincent

    (Vincent Evaluation Consulting LLC)

  • Steven W. Anderson

    (University of Northern Colorado)

  • Chelsie L. Romulo

    (University of Northern Colorado)

Abstract

As future decision-makers, students must develop interdisciplinary, systems thinking skills to make effective management decisions; however, systems thinking remains challenging for many students. Here, we use the Food-Energy-Water (FEW) Nexus as a framework to examine how drawings can help students cultivate systems thinking skills. Drawings can be tools to make implicit mental models of systems connections explicit for instructors to better comprehend student learning. Our goal was to understand how drawing can help students make connections across systems compared to using only verbal explanations. In 2021, we interviewed undergraduates, asking them to draw and verbally explain the FEW Nexus. Analysis revealed that student drawings showed an increase in the number of connections that half of students could describe when compared to verbal-only explanations. Instructors may benefit from this study by recognizing areas where students might struggle to understand FEW Nexus connections, where additional course emphasis is needed, and how drawings can help assess student learning.

Suggested Citation

  • Lydia Horne & Amanda Manzanares & Nurcan Atalan-Helicke & Shirley Vincent & Steven W. Anderson & Chelsie L. Romulo, 2025. "An exploratory study of drawings as a tool to evaluate student understanding of the Food-Energy-Water (FEW) Nexus," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 15(2), pages 235-249, June.
    • Handle: RePEc:spr:jenvss:v:15:y:2025:i:2:d:10.1007_s13412-024-00929-x
    DOI: 10.1007/s13412-024-00929-x
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