How to design an alien: Teaching astrobiology across disciplines at the University of Amsterdam

Introduction

In the 20^th century, the increase of knowledge across all (scientific) domains has led to a strong focus on specialisation, a sort of solution to the inability to know everything about many different domains [1]. The increased specialisation has trickled down to the educational offer of universities [2] with increasing possibilities to specialise earlier and to forego fundamental academic skills such as reflection and collaboration.

In this context, astrobiology has been defined as “a timely re-emergence and re-invigoration of ‘natural sciences’”, with focus  on the contemporary question of origin and persistence of life on Earth and other planet.  Here natural sciences are broadly defined as ‘the study of the natural world’ [1]. Because of its intrinsic interdisciplinary nature, astrobiology is a fantastic framework not only to encourage cross-fertilisation among disciplines but also to practice interdisciplinary skills. For these reasons and considering the appeal for the public, it has been proposed that astrobiology is an ideal “subject” for integrating the teaching of science at all levels [3]. In this contribution we present how we, a team of educators and scientists at the University of Amsterdam, have achieved this in the bachelor course “How to design an alien”.

Description

The course has been created and developed by a team of lecturers with specialisation in astrochemistry, exoplanets and planet formation, bio and geo-chemistry, (system) biology, evolution and interdisciplinary teaching. The course combines foundational scientific instruction with collaborative problem-based learning. In the first phase, a series of integrated lectures examines the chemical and physical prerequisites for life, including energy-harvesting reactions,  catalysis, metabolism, information storage, maintenance or replication, and the  complexity, adaptability and limits of terrestrial life. Students investigate the defining characteristics of living systems, the origin of life on Earth, and the diversity of planetary environments both within and beyond the Solar System. Particular emphasis is placed on connecting molecular and biological processes to planetary conditions and astronomical observations.

The second phase consists of an interdisciplinary group project in which students from academic backgrounds ranging from (psycho)biology through chemistry to astrophysics collaboratively chose and investigate a remote planetary environment present in the universe. To push the students to reflect on what collaboration means, a team charter is created where means of communication, responsibilities and expectations, are made explicit [4]. Students are asked to peer-teach disciplinary concepts to one another while jointly constructing  a science-based scenario for a life form  and ecosystem that should be able to maintain itself under the  conditions of their planet of choice. They should prepare a poster and report in which they prove that  the life form they propose meets all the requirements for life discussed in the first phase of the course.  Consultation sessions with the disciplinary experts guide the students and help them solve questions that might arise in the designing process.

The various aliens created by the teams are presented in an end-of-course symposium open to friends, family and faculty staff. During the symposium the teams present posters about their proposed aliens and habitat and are encouraged to sharpen up their ideas by addressing the feedback of the public for the final report on their work. This structure explicitly promotes systems thinking, integrative reasoning, and interdisciplinary communication skills, which are increasingly identified as essential competencies in contemporary science education [5]. Moreover the course turns out to be a highly effective method to teach the various disciplines involved.

References

[1] Cockell, C. (2002). Astrobiology—a new opportunity for interdisciplinary thinking, SPACE POLICY, 18(4), 263-266

[2] Malamud, O. (2010). Breadth versus depth: The timing of specialization in higher education. LABOUR, 24(4), 359–390.

[3] Staley, JT (2003). Astrobiology, the transcendent science: the promise of astrobiology as an integrative approach for science and engineering education and research. CURRENT OPINION IN BIOTECHNOLOGY, 14(3), 347-354

[4] Boor I., Gerritsen D., de Greef L., Rodermans J. (2021). Meaningful assessment in Interdisciplinary Educations, ed. Routledge

[5] Styczinski M.J., Glaser D.M., Hooks M., et al.(2024). Chapter 11: Astrobiology Education, Engagement, and Resources. ASTROBIOLOGY, 24(S1), 216-227.