The community collections draws from multiple projects to provide a broad array of sustainability related resources contributed by educators across the country. It includes teaching materials, essays and profiles of sustainability programs.Jump down to: Essays | Program Profiles
Would You Like to Contribute?
If you have teaching materials that you would like to be part of the InTeGrate Community, you can add activities, courses, or essays.
Please look through the teaching materials below to make sure you are not duplicating any current materials.
Explore the Community Collection of Teaching Materials: Activities, Modules and Courses
- Civil Society & Governance
- Climate Change
- Cultures, Ethics, & Values
- Cycles & Systems
- Design & Planning
- Food Systems & Agriculture
- Future Studies & Visioning
- Human Health & Well-being
- Human Impact & Footprint
- Lifestyles & Consumption
- Natural Resources
- Natural Hazards
- Pollution & Waste
- Risk & Resilience
- Sense of Place
- Social & Environmental Justice
- Water & Watersheds
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.