Integrating Communication, Reflection, and Real-World Relevance in Undergraduate Science Through Scaffolded Case Studies in Environmental Health

This study presents the design, implementation, and assessment of a scaffolded semester-long case study project in an undergraduate Environmental Health course at North Carolina Wesleyan University. The project was scaffolded across three sequential components: rotating pair presentations, individual written case studies, and reflective essays to promote interdisciplinary learning, scientific communication, and student engagement with real world environmental issues. Eight students investigated diverse topics such as mining related contamination, Arctic food insecurity, pesticide exposure, and climate driven wildfires. Quantitative data (assignment scores, citation counts) and qualitative analysis (thematic coding of reflections) demonstrated consistent improvements in research literacy, environmental awareness, and communication skills. Students cited an average of 10.6 peer-reviewed sources and reported improved confidence in public speaking and scientific analysis. The structure of the assignment supported peer learning, rhetorical flexibility, and metacognitive reflection. Our findings suggest that scaffolded case study models can deepen student understanding of environmental health while building transferable academic and professional competencies. This approach is especially relevant in contexts where laboratory resources are limited but engagement with environmental challenges is critical. The model is scalable and adaptable for interdisciplinary science education across institutional types.