Search the Site
Search across all the material in the Pedagogy in Action site. Use the boxes on the right to focus in on particular collections.Help
Pedagogyshowing only Projects Show all Pedagogy
Research on Learning
Results 1 - 20 of 21 matches
Natural Disaster Risk at Home part of Pedagogy in Action:Library:Undergraduate Research:Example
Students analyze the natural disaster threat and potential mitigation techniques of their (family) home.
Analyzing beach sands with a SEM/EDS part of Pedagogy in Action:Library:Undergraduate Research:Example
Students pose a question that can be answered using the SEM and sand they have previously collected from beach profiles.
Petrology in the Field and Laboratory part of Pedagogy in Action:Library:Undergraduate Research:Example
In this multi-week project, students collect samples in the field, analyze them using various tools and instruments, then present their results and interpretations.
Watershed Analysis part of Pedagogy in Action:Library:Undergraduate Research:Example
Students conduct a regional watershed analysis of an area of their choosing. Using on-line data and their personal knowledge of the area, they determine the annual hydrologic budget and teach the class about "their" watershed.
Impact Craters and Water on Mars part of Pedagogy in Action:Library:Undergraduate Research:Example
Students explore for water on Mars using impact crater morphology. During this lab, students: learn to use the equation writing and graphing capabilities in Microsoft Excel, thendevelop and apply an impact crater depth-diameter relationship in an effort to constrain the depth to a possible water-rich layer beneath one or more portions of the surface of Mars!
American Politics Group Data Projects part of Pedagogy in Action:Library:Quantitative Writing:Examples
SETUPS (Empirical Teaching Unites in Political Science) data, published by the American Political Science Association, will be employed in group data analysis projects in an American Government class. Students then use results from these reports in composing an essay question on the course's final exam.
Global Change Biology Service-Learning Project part of Pedagogy in Action:Library:Service-Learning:Examples
The class engaged in a service learning project to craft a draft sustainability vision for Carleton. The students worked in teams of 3-4 students and the statements that each of the teams developed were shared with the Environment and Technology Studies Program (ENTS) and the Carleton Environmental Advisory Committee (EAC).
Marine Environmental Geology part of Pedagogy in Action:Library:Service-Learning:Examples
This course is an introduction to the aspects of marine geology and oceanography that affect the environment and marine resources. Service-learning is an essential component of how students learn about the earth. We deliver part of the content of this course by arranging for students to solve a problem with a local community partner.
Service-Learning in University of Connecticut Upper Division Geosciences Courses part of Pedagogy in Action:Library:Service-Learning:Examples
Upper-division earth science courses taught in the Department of Geology and Geophysics at the University of Connecticut used a service-learning approach. The emphasis was on providing sound and useful scientific expertise through a project for the local community. Two projects, Imaging the Interior of the Nathan Hale Monument and Hydrogeophysical Investigation of the University Well Field, are described.
General Education Biology part of Pedagogy in Action:Library:Service-Learning:Examples
This course, a beginning biology course, uses service-learning to connect coursework with the local community. The students find and execute a service-learning project based on their interests as a requirement of the course.
Freshwater Ecology/Limnology part of Pedagogy in Action:Library:Service-Learning:Examples
Students study aquatic organisms in relation to the environmental conditions of lakes and streams. The course develops substantial quantities of data concerning the local watershed. This data is used by community partners in many contexts.
Hydrology Service-Learning at UVM part of Pedagogy in Action:Library:Service-Learning:Examples
At the University of Vermont, instructors used land use change, driven by development of the University of Vermont campus and recent student occupancy of surrounding neighborhoods in Burlington, Vermont, as an opportunity for service learning and for teaching fundamental hydrologic and geologic skills. Students from a Geomorphology class, Geohydrology class and student senior research projects all worked on the preoject. In each of these studies, students worked closely with City and University staff and presented results at local forums, professional national meeting, and on the World Wide Web. These service-learning projects have received positive feedback from the students, city officals, and community members.
Winter Geohydrology part of Pedagogy in Action:Library:Service-Learning:Examples
This geohydrology course is built around a winter pond study and a snowpack analysis of a skiing area. Both projects are ice- and snow-dependent projects for use in the Vermont winter.
Environment and the Earth Class part of Pedagogy in Action:Library:Service-Learning:Examples
The Environment and the Earth class at the University of South Carolina participated in a campus environmental service-learning project where students collected data lighting, water fixtures, recycling bins, and trash in five academic buildings.
Field Biology, University of Maine-Farmington part of Pedagogy in Action:Library:Service-Learning:Examples
This field biology class uses a service-learning project instead of a course term paper. The students worked with 4th and 5th graders at a local school to teach them skills in wildflower and fern identification, and then to help them implement a nature trail, which will be accessible to the greater community.
Interpreting the History, Geology, and Ecology of Monterey Bay part of Pedagogy in Action:Library:Service-Learning:Examples
This is a 2-unit Service Learning option associated with the "Special Topics: The History, Geology, and Ecology of Monterey Bay" course. Students will learn about Monterey Bay in the special topics course and will share their knowledge with K-12 grade children at local schools by participating in the Virtual Canyon Project.
Service-Learning part of Pedagogy in Action:Library:Service-Learning
Created by Suzanne Savanick, Science Education Resource Center, and enhanced first by Ed Laine (Bowdoin College) and then by Andrea Ziegert (Denison University), Nancy Brooks (Cornell University), Emily Janke (UNC ...
Undergraduate Research part of Pedagogy in Action:Library:Undergraduate Research
Module established by Linda Reinen, Pomona College Written and developed by Elizabeth Perry-Sizemore, Randolph College Assistance provided by George Alter, Mary Borg, Steve DeLoach, Steve Greenlaw, KimMarie ...
Experience-Based Environmental Projects part of Pedagogy in Action:Library:Experience-Based Environmental Projects
Created by Karin Kirk, Montana State University Get your students involved in their own learning! This module includes examples of projects, background information and teaching ideas to promote experiential ...
Mars Cratering Teaching Notes part of Pedagogy in Action:Library:Undergraduate Research:Example
Teachers guide to the approach The following 5-point section of text describes the process most students will follow. Load each image into the image program of your choice and adjust the brightness and contrast so ...