Cutting Edge > Courses > Course Design > Course Goals/Syllabus Database > Environmental Geology

Environmental Geology

Author Profile
Gregg Erickson
,
gerickson@sullivan.suny.edu

Sullivan County Community College
a
Two Year College
.

Course URL:
Subject: Geoscience:Geology, Environmental Science
Resource Type: Course Information:Goals/Syllabi, Course Information
Special Interest: Hazards
Grade Level: College Lower (13-14)
Ready for Use: Course Goals Only
Course Type: Entry Level:Environmental Geology
Course Size:

15-30

Course Context:

This is an introductory course with no pre-requisites and does not serve as a prerequisite for other courses. Typically, 40% of the students are environmental science or science majors and 60% take the course to satisfy a general education requirement. The course has a required lab. Students who want to major in geology may take an additional course in physical geology.

Course Goals:

Students should be able to:

1. evaluate an area in terms of geologic hazards; make observations, interpret the information and create a plan of attack for dealing with the hazard.

2. predict impacts in an area of an environmental problem given certain circumstances; given data, interpret that data and create a plan of attack for dealing with the problem.

3. analyze global environmental and resource issues; take a side and defend it for each issue


How course activities and course structure help students achieve these goals:

Short-term projects throughout the semester will use map and numerical data to evaluate case studies. Where possible, the data will be real and local.

Skills Goals

basic quantitative skills
writing and oral communication


How course activities and course structure help students achieve these goals:

Math will be necessary to complete assignments.
There will be a written assignment and PowerPoint presentation on a topic involving a specific geologic hazard or environment issue.

Attitudinal Goals

developing students' sense of stewardship of the Earth
changing student attitudes toward science


How course activities and course structure help students achieve these goals:

Activity-based learning should increase student interest in science.
Written and oral assignments will allow students to develop and express their own opinions and ethics.

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