View 20-minute video illustrating how instructors and students used resources from the Climate of Change module. This activity will provide participants with a brief overview of a sample module and includes comments from five different instructors that describe how they incorporated the module resources in their courses at four different institutions.


8:30-9.15 Introductions

  • Icebreaker activities (PowerPoint 2007 (.pptx) 110kB Jul13 17)
    • Who is here and why?
  • Workshop goals
  • Download Dice App to phone if you can (Thanks!)

9:15-9:45 Characteristics of InTeGrate

  • InTeGrate module materials:
    • Instructor materials include module goals and unit learning objectives, activity descriptions, related assessments, and instructor stories describing how peers at different institutions adapted the resources for use in their courses. Answer keys are available for verified instructors (not accessible to students).
    • Student materials include necessary readings or instructional materials/handouts.
    • For more, see Using InTeGrate Modules and Courses
  • InTeGrate module characteristics:
    • addresses one or more Earth related grand challenges facing society,
    • develops student ability to work on interdisciplinary problems,
    • improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind,
    • makes use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry
    • incorporates systems thinking.
9:45-10:15 Analyze a sample module
  • Examine InTeGrate materials to identify examples of the 5 InTeGrate module characteristics
    • Pick a module, identify 2-4 peers who have selected the same module
    • Work in teams to review materials in self-selected modules
      • Identify examples of the 5 InTeGrate module characteristics
    • Report out

10:15-10:30 Break

10:30-10:45 Modules content vs. traditional textbooks

  • InTeGrate Modules vs. standard geoscience introductory courses
    • Content comparison between module units and textbook materials for multiple texts used for physical geology, earth science, environmental geology and environmental science
    • Modules vs. Texbooks (Acrobat (PDF) 759kB Jul10 17) Textbook Ppt (PowerPoint 2007 (.pptx) 291kB Jul13 17)

10:45-11:20 Small group examination of sample activities

  • Try an activity!
    • Complete a sample activity in small teams
      • Soil erosion rates activity (from Unit 3, A Growing Concern) Activity Ppt (PowerPoint 2007 (.pptx) 10.1MB Jul13 17)
      • Carbon cycle activity (from Unit 2, Carbon, Climate and Energy Resources) Activity Ppt (PowerPoint 2007 (.pptx) 455kB Jul13 17)

11:20 Road Check Monday

11:30 Adjourn for the day

Later: Other InTeGrate or related events on Monday

  • Oral session - Teaching with Societally-relevant Curriculum
    • The impact of course-wide adoption of InTeGrate teaching materials on the instructional beliefs and practices of geoscience instructors, Czajka & McConnell, Northrop Hall 116, 2.15 PM
    • An InTeGrate modules derived geoscience course: A working model review, Rohrbaugh, Northrop Hall 116, 3.30 PM
  • Oral session - Geoscience Workforce Development: University and K-12
    • Lessons from the InTeGrate Implementation teams: Synthesizing real-world experience, McDaris & Huyck Orr, Northrop Hall 340, 2 PM


8:30 Overview - Roadcheck results and Introduction to Day 2 (PowerPoint 2007 (.pptx) 40kB Jul18 17)

8:45-9:15 Thoughts on redesigning a lesson to add InTeGrate resources from someone who has been there and done that

  • Instructor Story (PowerPoint 2007 (.pptx) 17.8MB Jul18 17): Lessons from incorporating InTeGrate lessons into a large physical geology class - Michael Pelch
    • Pelch & McConnell (Acrobat (PDF) 261kB Jul13 17), 2017, How does adding an emphasis on socioscientific issues influence student attitudes about science, its relevance, and their interpretations of sustainability? Journal of Geoscience Education, v.65, #2, p.203-214.

9:15-10:15 Begin the lesson design/redesign process

  • Identify peers with common interests in a particular module
    • Match a lesson (lecture or lab) with an InTeGrate unit
  • The lesson design/redesign process
    • Consider which module author is closest to your situation. How did they adapt the module materials for their course?
    • Which InTeGrate materials will you add?
      • What factors are important in your decision? (e.g., Same content but better materials? Changing content? Why?)
    • Which types of InTeGrate resources will you probably not use?
      • What factors influence your decision?
    • What will you keep from your existing lesson?
      • What factors influence your decision?

10:15-10:30 Break

10:30-11:20 Challenges to introducing InTeGrate materials to existing courses (and how to overcome them)

  • Gallery walk report out from initial redesign activity
    • Divide into small groups, respond to poster prompts
      1. What do you like about the InTeGrate activities that you may decide to incorporate into your classes?
      2. Consensogram: What proportion of your initial redesigned (or new) lesson is represented by InTeGrate materials?
      3. What factors are important in deciding which InTeGrate materials to incorporate into your course(s)?
      4. What are the characteristics of InTeGrate materials that you probably wouldn't use?
      5. Consensogram: What proportion of your existing instruction involves active learning strategies (similar to those featured in the InTeGrate units)?
      6. What course or class characteristics would be best suited for adding InTeGrate resources?
      7. What other adjustments would an instructor have to make beyond changing course content?
      8. Consensogram: How many of the five InTeGrate module characteristics are present in your redesigned lesson?
      9. What types of things from your existing course will remain unchanged?
      10. What do you anticipate is the greatest challenge to incorporating InTeGrate materials?
    • Select a team spokesperson and report out from your poster.
      • Group review and analysis of results

11:20 Road Check Tuesday

11:30 Adjourn for the day

Later: Other InTeGrate or related events on Tuesday

  • Plenary presentation: Transforming Earth Education - A look backward and forward, Cathryn Manduca, Student Union Ballroom C, 4.30-5.45 PM


8:30 Overview - Roadcheck (PowerPoint 2007 (.pptx) 41kB Jul19 17) results and Introduction to Day 3 - remaining questions?

8:45-10.30 AM Continue lesson redesign process

  • Review syllabus for opportunities to introduce InTeGrate materials
    • Identify potential modules/units to add to your course
    • Are some modules easier to adapt to courses than others? (Explain)

10.30-10.45 AM Break

10.45-11.15 AM Brainstorm Activity: Group discussion on remaining challenges or continue design/redesign process

  • Consider sharing sample lessons on the Participant Workspace page for this workshop
  • GeoScience Videos YouTube page

11:15 Workshop evaluation

11:30 Adjourn

Later: Other InTeGrate or related events on Wednesday

  • Oral session - Innovative Course Activities: Using InTeGrate materials in large introductory environmental science courses, Doser, Northrop Hall 116, 1.30 PM,
  • Mini-workshop: Working with your colleagues to effect change (discusses InTeGrate implementation program), Huyck Orr, Student Union: Fiesta A & B, 1.30-4 PM
  • Posters: Do InTeGrate materials increase scientific understanding among women? Student Union: Rivera et al., Ballroom B, 4.30-5.45 PM
Much later: Traveling workshop program (including InTeGrate) and access to webinar screencasts