Teaching Activities and Course Descriptions
As part of each InTeGrate workshop, participants are asked to contribute a teaching activity or a course description - sometimes both. Whether you are trying to improve a single lesson or design a course from the ground up, these collections can help you get there.
Engineering, Sustainability and the GeosciencesParticipants at this workshop contributed activities and courses that draw on both disciplines, helping bridge the gap between engineering and geoscience.
Environmental GeologyParticipants in the 2012 Teaching Environmental Geology workshop contributed these activities and courses with a undergraduate focus.
Environmental JusticeThese activities and courses are designed to integrate geoscience, social science and humanities.
Risk and Resilience: Sea Level Rise, Flooding, and Earthquakes
Systems, Society, and SustainabilityOne of the goals of this 2012 workshop was to generate activities and courses that incorporate sustainability into the curriculum.
Teaching the Methods of Geoscience
Prior to InTeGrate workshops, participants are often asked to contribute an essay explaining their view on or experience with the issue being addressed at the workshop.
Participants were asked to describe how their programs help students understand the relevance of their learning about the Earth to issues they care about, what it means to be "societally important" and "relevant", and how this informs their department's work throughout the cycle of attracting new students, supporting them through the major, and preparing them for careers.
Participants were asked to share their approaches to integrating engineering and geoscience, why they think this approach is valuable in preparing students for the workforce, and their ideas for building upon this base to strengthen the integration of geoscience and engineering.
Participants were asked to share their approaches to teaching environmental justice.
Participants were asked to describe how their program prepares students for the workforce, areas in which alumni are employed, and the knowledge and skills that have been most important in supporting success.
Participants were asked to describe their insights into teaching the methods of geoscience based on their experience teaching the methods, research on teaching, or their geoscience research.
Participants were asked to share their approaches to teaching sustainability in an interdisciplinary context and ideas for exploring opportunities for enhancing the integration of geoscience and sustainability.
This collection brings together essays on sustainability topics from all SERC-hosted projects.
These profiles showcase degree programs at different kinds of institutions across the country. They highlight the various ways that departments are responding to the circumstances on their campuses and in their communities.
Through interviews with faculty and administrators, these profiles showcase the departmental successes in supporting students in an effort to increase the number of STEM graduates from underrepresented minorities.
Participants to the 2013 workshop on Geoscience and the 21st Century Workforce were asked to describe a degree program or concentration, with particular focus on how the program prepares students for the workforce.
Participants in the 2012 workshop on integrating geoscience and sustainability were asked to describe their undergraduate degree programs that do so, including information on the career trajectories of graduates.
This collection of textbooks addresses sustainability in the context of environmental science and geology. Faculty who have taught with these books are encourage to contribute their thoughts, and we welcome additional suggestions of books to add to the list.