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Short Abstract

Our contribution will describe our experience embedding virtual exchange between a Scottish and a US university to facilitate Collaborative Online International Learning projects with citizen science. Our 6 week exchange focused on place-based research as a vehicle for cultural exchange.

Abstract

We will share our experience engaging in a Virtual Exchange (VE) between Brandeis University (Environmental Studies/Biology) and the University of Strathclyde (Humanities and Social Sciences - Geography Education Training) as a successful model for bridging disciplinary, institutional, and connecting geographic silos while embedding citizen science in university teaching. Our six-week project focused on a comparative, place-based study of local environments in Waltham, MA (Charles River) and Glasgow, UK (River Clyde) to explore the localized impacts of climate change.

The core of our contribution lies in the methodology: we actively bridged disciplinary divides by having students collaboratively teach and utilize contrasting tools—the biological data collection of iNaturalist (biodiversity and phenology monitoring) and the social assessment of the Place Standard Tool (sustainability planning). This cross-pollination of methods was crucial for fostering a holistic, socio-ecological perspective on the climate crisis.

To overcome institutional and geographic silos, the VE employed weekly, structured 60-minute virtual sessions emphasizing mixed-university breakout rooms for collaboration and exchange. This format ensured students engaged in cross-cultural exchange through data-driven collaboration, culminating in final projects where each group explicitly integrated their partners' data and perspectives.

This model demonstrates how targeted VE can simultaneously enhance cross-disciplinary communication, promote the utility of citizen science for localized climate change awareness, and cultivate a deeper, culturally-nuanced understanding of global challenges. We will discuss the practical VE framework, collaboration success metrics, and how student reflections confirmed the enhanced understanding of both climate change and interdisciplinary partnership.