Initial Publication Date: July 19, 2016

Courses and Materials

Part of the InTeGrate Wittenberg University Program Model

Courses and teaching materials adopted, adapted, or developed by the project.


Biology Courses

Instructors: Amber Burgett; Michelle McWhorter
Term(s) and Year(s) Offered: Spring 2014; Fall 2015; Spring 2015
Course Level: Introductory-intermediate (100-200)

  • Amber Burgett's Biology in the Big Screen (BIO 146), Spring 2014, completed the Climate of Change module with extensions that had them calculate rates of change from modern and geologic CO2 curves and a lab that explored the role of albedo in microhabitats (SP 2015). (Syllabus (Microsoft Word 2007 (.docx) 34kB Jul18 16))
  • Michelle McWhorter's Developmental Biology (BIO 214), Fall 2015, students considered the role of environmental pollution on controlling developmental issues as they completed the Environmental Justice and Freshwater Resources module. (Syllabus (Microsoft Word 98kB Jul18 16))
  • Amber Burgett's Freshwater Ecology (BIO 241), Fall 2015, students explored freshwater justice issues and then analyzed local water quality and biodiversity to create reports and targeted outreach materials for local stakeholders using the Environmental Justice and Freshwater Resources module. (Syllabus (Microsoft Word 2007 (.docx) 28kB Jul18 16))

Business Course

Instructor: Gene Pierce
Term(s) and Year(s) Offered: Spring 2015
Course Level: Advanced (300)

Gene Pierce's Supply Chain Management (BUSN 320), Spring 2015, students identified potential impacts of natural hazards on the supply chain using the Map your Hazards! module. (Syllabus (Microsoft Word 187kB Jul18 16))

Chemistry Course

Instructor: Dave Finster
Term(s) and Year(s) Offered: Spring 2014
Course Level: Introductory (100)

Dave Finster's Models of Chemcal Systems II (Chem 162), Spring 2014, adapted the Climate of Change module to include calculating rates of change of CO2 across multiple time scales from many geoscience datasets and explored energy balance (SP 2015). (Syllabus (Microsoft Word 2007 (.docx) 36kB Jul18 16))

Communications Course

Instructor: Sheryl Cunningham
Term(s) and Year(s) Offered: Fall 2015
Course Level: Advanced (300l)

Sheryl Cunningham's Environmental Communication Course (COMM 360), Fall 2015, completed the Environmental Justice and Freshwater Resources module and then explored issues of science communication and justice. This included developing questions to better understand science communication from a panel of Wittenberg science faculty. (Syllabus (Microsoft Word 2007 (.docx) 32kB Jul18 16))

Earth Science Courses

Instructors: Jessica D'Ambrosio and Barbara Sanborn; David Miller; John Ritter; Sarah Fortner
Term(s) and Year(s) Offered: Spring 2015; Fall 2015; Spring 2016
Course Level: Introductory (100)

  • Jessica D'Ambrosio and Barbara Sanborn, from partner school Antioch College, used the Climate of Change module in Global Seminar: Energy (GS 130), Fall 2015, students worked with materials developed by Dave Finster who served as an invited teacher (SP 2015). (Syllabus (Microsoft Word 2007 (.docx) 21kB Jul18 16))
  • David Miller's Earth Science (ES 1130), at partner school Clark State Community College, Spring 2016, students completed the Climate of Change module. (Syllabus (Microsoft Word 2007 (.docx) 22kB Jul18 16))
  • John Ritter's Environmental Geology (GEOL 160), Spring 2016, piloted the Ecosystem Services Approach to Water Resources module as part of a series of project-based activities with an environmental geology focus. (Syllabus (Microsoft Word 80kB Jul18 16))
  • Sarah Fortner's Geology of the Critical Zone (GEOL 170), Fall 2014, students completed the A Growing Concern module as background for an urban agricultural assessment and K-5 outreach project in the Springfield Promise Neighborhood in Partnership with Lincoln Elementary School (SP 2015). (Syllabus (Microsoft Word 455kB Jul18 16))
  • Sarah Fortner's Sustainable Earth (GEOL 115), Spring 2015, students served the Clark County Emergency Management Agency through identifying the role of climate change on the prevalence of natural hazards using the Map your Hazards! module; see: Natural Hazards and Climate Change Risks. (Syllabus (Microsoft Word 63kB Jul18 16))

Health Science Course

Instructor: Diana Cuy Castellanos
Term(s) and Year(s) Offered: Spring 2016
Course Level: Advanced (300)

Diana Cuy Castellanos, from partner school University of Dayton, Community Nutrition (HSS 302), Spring 2016, students completed the A Growing Concern module and reflected on the linkages between health and environmental conditions after completing the module (SP 2016).

Language Courses

Instructor: Tim Wilkerson; Ruth Hoff; Sheree Henlon
Term(s) and Year(s) Offered: Fall 2014; Spring 2016; Fall 2016
Course Level: Intermediate (200)

Physics Course

Instructor: Jeremiah Williams
Term(s) and Year(s) Offered: Spring 2016
Course Level: Introductory (100) level

Jeremiah Williams' Concepts in Physics (PHYS 100), Spring 2016, students completed the Climate of Change module adapted to consider energy balance and climate change.

Political Science Course

Instructor: James Allan
Term(s) and Year(s) Offered: Spring 2016
Course Level: Intermediate (200)

James Allan's International Relations (POLI SCI 251), Spring 2016, students gained science background on energy from the Energy, Environment, and Our Future course and then considered international policy issues associated with climate change. (Syllabus (Acrobat (PDF) 871kB Jul18 16))

Teaching Materials

Modules Adapted

See descriptions of adaptations of materials in the left column.

Materials Developed

  • One of the highlights of our effort was the collaborative development of Sustainability-content for our First Year Seminar. Our goal was to craft content that featured high levels of student engagement that intentionally bridged learning goals of our FYS program with best practices in sustainability education drawn from InTeGrate. This activity serves all ~440 freshmen at Wittenberg.
  • We piloted an InTeGrate modified Inquiry and Analysis Rubric in the Spring of 2016 in the following courses:
    • Sarah Fortner's Environmental Science Research Methods (ESCI 250), Fall 2016, students analyze Census and CDC blood lead data by tract to evaluate lead. They create outreach materials for partners with an interest in community gardening. In their final project students evaluate soil lead at a site of partner interest and make recommendations. This work has been extended by the Hagen Center for Civic and Urban Engagement as a summer internship and the project grows to reach more people.
    • Amber Burgett and Sarah Fortner's Introductory Environmental Science (ESCI 101), Spring 2016, students removed honeysuckle from a local park and reflected on their role as environmental stewards. Through project-based activities they gained expertise analyzing biotic and abiotic environmental services. They then plan a restoration (pollinator garden) and describe and diagram improvements in ecosystem services post-hone suckle removal.
    • Sarah Fortner's Biogeochemistry (ESCI 280, serves Geology), Spring 2016, student teams analyzed local water quality in small teams (team road salt, team DIN:SRP, and team DSi:DIN) and analyzed watershed influences of land use and climate change. They presented preliminary results to a manager from the Miami Conservancy District and then refined their study to incorporate ideas from the manager before a final presentation format of their choice (poster or PowerPoint)
  • Three InTeGrate modules were developed by Wittenberg faculty: