Implementation of InTeGrate Modules in the El Paso Higher Education Community

Wednesday 11:30am-1:30pm UMC Aspen Rooms

Authors

Diane Doser, University of Texas at El Paso
Joshua Villalobos, El Paso Community College
Adriana Perez, University of Texas at El Paso
We have tested InTeGrate (Interdisciplinary Teaching about Earth for a Sustainable Future) modules on climate change, earth materials and freshwater in introductory geology and environmental science courses taught at the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) (classes of 10 to 220 students) and in upper division geology courses at UTEP. Our initial results suggest that the modules' use of case studies and analysis of authentic data sets is appealing to our student body (over 70% Hispanic). Since many students do not speak English at home, modules containing glossaries and extensive background material (such as figures and concept maps) proved helpful to these students. The use of pre-activity quizzes insured that the students had mastered basic concepts needed for the in-class activities. Modifications required for teaching these modules in larger classes included condensing materials to save on printing costs, streamlining dissemination/collection of assignments, and adapting activities such as jigsaws and gallery walks to the confines of a large lecture hall with fixed seating. Student reflections indicated they were able to make connections to societal issues and retain these ideas through the end of the course.