Share Course Information

Please use this form to submit information courses incorporating sustainability you teach. From the materials that you provide below, we will create a web page describing your course. Please complete all fields. You are encouraged to upload files to accompany your example.

You retain all rights to your contributed work and are responsible for referencing other people's work and for obtaining permission to use any copyrighted material within your contribution. By contributing your work to this website, you give us a license for non-commercial distribution of the material, provided that we attribute the material to you. View more details about this kind of Creative Commons license (opens in a new window).

After you submit this form you will be able to immediately view a page containing your materials and make changes to that page. If you choose not to view your submission, SERC staff will take care of making your submission into a page. This process usually takes a few days.

Note: You must fill out this form in a single session. Please read through the form and make sure that you have all of the information you will need before you begin. You may also find it helpful to read an example description of a course on complex systems (opens in a new window). (This example opens in a new window.)

Thank you in advance for making this contribution!

Grade level:
(Check all that apply)

Course format:

Class size:

Course Goals:
The goals for each course are used to describe what students should be able to do after they've completed your course. Your goals may range from content knowledge they should master, to skills in which they should be proficient, to changes in attitude you wish to foster.

Course goals are most useful if they are concrete, have measurable outcomes, and provide clear direction for the course. It is helpful to phrase your goals as Students will be able to ... or I want students to be able to...

Example goals:
In a geologic hazards course, one of the goals is to enable students to research and evaluate news reports of a natural disaster and to communicate their analyses to someone else.

For a course in physical geology, students will be able to integrate different types of data (e.g. topographic maps, geologic maps, cross-sections, stratigraphic columns, photographs, diagrams and/or tables and figures) to reconstruct scenarios that reflect the internal and/or surficial processes that create the widely varying landscapes that we see today and to evaluate potential hazards associated with them.

In a historical geology course, when students are faced with a new piece of geologic information, they will be able to determine how we know this information and what the assumptions are in the analysis.