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VEPP: Using the VEPP website in an introductory geology course: an investigation of the July 21, 2007 eruption of Pu'u O'o
Geoffrey Cook, University of California-San Diego
Introductory geology students will use geologic data obtained from the VEPP website (tilt and seismic) to identify and interpret changes during the July 21st, 2007 eruption of Pu'u 'O'o.

Unit 5: Hurricane Risks and Coastal Development
Lisa Gilbert (Williams College), Josh Galster (Montclair State University), Joan Ramage (Lehigh University)
This unit addresses changes in hurricane risks due to coastal development. Students will calculate the risks from hurricanes and how the hazards have changed (or not) from 1901 to 2010. Students will determine how ...

Student Lead Discussions: Articles from the Literature and Final Writing Assignment
Dave Dempsey, San Francisco State University
This is a two-stage assignment. The first stage is a student-led discussion of a set of closely related articles selected by the instructors from the climate change literature. The second stage is an 8-12 page ...

Unit 2: Storm Characteristics
Lisa Gilbert, Williams College; Josh Galster, Montclair State University; Joan Ramage, Lehigh University
Hurricanes form as the atmosphere and ocean interact to release a tremendous amount of energy. Students will read about the conditions necessary for hurricane formation, how a storm evolves at sea, how it gains or ...

Unit 4: Hurricane Impacts
Lisa Gilbert (Williams College), Josh Galster (Montclair State University), Joan Ramage (Lehigh University)
This unit has three options for 40-minute activities that address hurricane impacts. Alternatively, if time allows, all three could be used in sequence. Activity 4.1 includes a presentation on the terrestrial ...

Unit 3: Hurricane Tracks and Energy
Lisa Gilbert, Williams College
The purpose of this unit is to learn some of the scientific tools used to determine hurricane location, path, and strength. Students plot the path of a recent hurricane (Irene, 2011), work with an online viewer to ...

Unit 6: Predictions and Evacuation
Lisa Gilbert, Williams College; Joan Ramage, Lehigh University; Josh Galster, Montclair State University
Students watch a video and read about past evacuations, including a premature or unnecessary evacuation, a late or botched evacuation, and about people determined to stay put no matter what. Students participate in ...

Comparison of Two Hurricanes
David Kobilka, Central Lakes College-Brainerd
In this activity students synthesize ideas from lecture, reading, and viewing two PBS NOVA videos on hurricanes.

Family Stress theories and risk communication to evaluate and build family resilience
Tatjana Hocke-Mirzashvili, James Madison University
In this activity, students use theoretical knowledge about family stress theories to analyze family vignettes and make predictions about the level of risk or resilience each family might have should a natural disaster occur. To increase resilience, risk communication strategies are discussed.

Developing student literacy on risk, resilience, and strategies for living with disaster uncertainty
Monica Gowan, Mayo Clinic
In this guided research and critical thinking activity, students prepare a research paper comprised of two parts: 1) a "state-of-the-science" review and synthesis of selected literature from risk and resilience research (provided) and 2) a brief critical appraisal of how current knowledge is (or could be) applied to building disaster resilience in a real-world scenario. Part 2 will be set in a student-selected hazard context (coastal hazards, flooding, or earthquake), employment sector (academia, government, private industry, services, non-profit), and geopolitical sphere of influence (e.g., Resilience to earthquake disaster in the student population at Universidad de Lima, Peru).


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