Integrate > Teaching Materials > Modules and Courses

InTeGrate-Developed Modules and Courses

Get a sneak preview of materials from one of the modules under development
InTeGrate is developing a new breed of teaching materials that can be utilized in general education courses, teacher preparation courses, core courses within geoscience majors, and courses designed for other majors including environmental studies, social science, engineering, and other sciences.

These materials are designed to:

  1. address one or more Earth related grand challenges facing society,
  2. develop student ability to address interdisciplinary problems,
  3. improve student understanding of the nature and methods of geoscience and developing geoscientific habits of mind,
  4. make use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry, and,
  5. incorporate systems thinking

All InTeGrate teaching materials are developed and tested by teams of faculty drawn from at least three institutions. By engaging these faculty who teach different kinds of students at different types of institutional settings in collaboratively developing materials we strive to create robust, flexible materials that can be used effectively in a wide variety of settings. This is key to creating materials that can be adopted easily by faculty who are not involved in the development.

Each team develops and tests materials during a two year interval. In most cases, we anticipate that teams will be created in the spring with an intensive development taking place during the summer. Testing occurs during the following academic year and is followed by revision and publication of the materials. Teams meet face-to-face near the beginning of the development work and again after the completion of testing. Team members commit to participating in the collaborative design and development of the materials, piloting and testing these materials at their home institution, and revising and refining the materials based on the results of testing. In addition, they are responsible for completing a comprehensive set of documentation that supports other faculty in using the materials, including a description of the use of the materials in their own classrooms.

To support effective integration of scientific data, teams may have other types of members beyond the core faculty from three different institutions.

InTeGrate is producing tested materials that are effective in reaching their stated learning goals as well as meeting the projects overarching goals. To support development teams in meeting this high standard, each team works with a consultant drawn from the InTeGrate Assessment team. All materials must meet the criteria defined by the InTeGrate Curriculum Development and Refinement Rubric (Microsoft Word 2007 (.docx) 113kB Jan18 14) before testing begins. This rubric encodes both the overarching goals of the project and research-based principles for effective instruction. All materials must include embedded assessments that can be used to measure student progress toward the stated learning goals. The assessment consultant's role is to provide expertise to help the team meet these requirements. The assessment consultant also helps the team make sense of the classroom testing results that form the basis for revising the materials before publication on the InTeGrate website.

Materials for General Education Courses

Introductory geoscience modules/courses
This effort, led by Dr. David McConnell at North Carolina State University, is developing a modular set of materials based on the literacy documents that are suitable for use in large face-to-face, blended, and distance introductory courses within geoscience departments. These modules can be organized in a variety of combinations to serve a range of introductory courses.

Interdisciplinary general education courses

Teacher preparation modules/courses

Dr. Anne Egger at Central Washington University is leading an effort to develop a set of modules aimed at courses for pre-service teachers including both content courses (usually taught in science departments) and methods courses. The first and second sets of teacher preparation authors have been selected. Please check back in December for the 2014 call for authors.

Materials that Extend Teaching About the Earth beyond Geoscience Programs

Drs. Anne Egger, David Gosselin, and John Taber are leading teams in developing modules and courses focused on teaching about the Earth beyond geoscience courses. Dr. Egger is leading teams who are building modules and courses with focused on teaching about Earth and sustainability with a humanities or social science lens. Dr. David Gosselin at the University of Nebraska, Lincoln, is leading the development of a set of courses that are aimed at integrating geoscience concepts into teaching about societal issues outside of geoscience programs and integrating linkages to societal issues into upper division geoscience courses. Dr. John Taber at Incorporated Research Institutions for Seismology (IRIS) is leading the development of a module that bridges engineering, sustainability and the geosciences.

Designed for use in Humanities courses - Team Lead Anne Egger:

Designed for use in Social Sciences courses - Team Lead David Gosselin:

Designed for use in Engineering courses - Team Lead John Taber:

Materials for Use in Geoscience and Related Majors

Upper-level interdisciplinary course - Team Lead David Gosselin:

Interdisciplinary distance learning courses
Dr. Tm Bralower at Pennsylvania State University, is leading development of a suite of on-line courses emphasizing the grand challenges of climate change, energy, sea level rise, water supply and natural hazards. These courses will incorporate a focus on the use of predictive models to forecast changes and the impact of mitigation efforts. Taken together, these courses will support a Certificate of Excellence in Earth Science.



« Previous Page      Next Page »