These stories describe how the module was adapted for use in three different courses at three institutions. We hope these stories inspire your own use of the module and give you insight into how to adapt the materials for your classroom.
Cynthia Fadem: Environmental Geology at Earlham College. This 25-person course utilized the module during the last two weeks of a 15-week semester. The course functions as an introduction to the geology major, but the vast majority of students take the course to fulfill general education (science and math) requirements. This course meets four times per week (one meeting is a three-hour laboratory) and completed the entire module, with four of the activities completed during two lab meetings.
Cindy Shellito: General Meteorology at University of Northern Colorado. The module was used over two weeks in an introductory meteorology course with 55 students in a lecture hall. Most of the students were enrolled in the course to satisfy their Liberal Arts Core curriculum requirement. The entire module was adapted to the course setting, and supplemental activities were incorporated into the weekly lab meeting, with activities 2.2 and 3.2 combined into one lab, and 4.2 and 5.2 combined into another lab activity.
Becca Walker: Introduction to Oceanography at Mt. San Antonio Community College. The module was used in an introductory oceanography course at a community college. The majority of the 38 students enrolled were nonscience majors taking the course to satisfy their General Education physical science requirement necessary for transfer. This was a lecture course held during an accelerated winter intersession in which a 16-week course is implemented in 6 weeks. Since the course lacked a separate lab section, the supplemental activities (2.2, 3.2, 4.2, and 5.2) were not used.