Support Transitions at the Course Level
This page was developed as a synthesis of lessons learned by participants in InTeGrate program models and is part of an extended set of InTeGrate resources on strengthening workforce preparation in degree programs.
Almost no jobs feature sitting and learning from lectures. Active learning activities are much more closely aligned with workforce tasks. All the InTeGrate modules make extensive use of active learning.
The Chico project uses modules and units that have students collaborate in small groups building teamwork skills.
The UNC team updated a Scientific Writing course to focus on research and writing about sustainability.
The UIC team worked to incorporate geoscience methods of investigation and habits of mind by highlighting activities that a) use authentic data to showcase observations and descriptions, b) showcase historical studies that could inform present day observations, and c) focus on Earth systems.
Service Learning exposes students to real world problems and produces a product that has value to their communities. This is a more realistic model for what you do in the workforce. Reflecting on their experiences in Service Learning helps students understand themselves better, and know more about what they do and don't want to do with their lives. It allows them to begin to imagine the trajectory of their own career path.
One aspect of the Wittenberg program was getting students involved in an invasive species project in partnership with a local park.
The Savannah program team developed a whole series of service learning projects rather than a single experience in a particular class.
Highlight Locally-Relevant Issues
Place-based learning was a focus of the program, centering all their work around the Missouri River. Courses focused on different aspects of the Missouri River such as energy production on the river (hydroelectric and power-plant cooling), management of the river for multiple uses (recreation, biodiversity, barge traffic, energy production), and cultural impacts (damming and Dakota Access Pipeline).
One of the Savannah teams main goals focused on bringing awareness of environmental justice issues to their locality through work on coastal risks and hazards.
There are a great many career opportunities for those with geoscience expertise, but we can't expect our students to know about them unless we provide information about them. Exposing students to potential futures using Earth knowledge can have a direct impact on their choosing one.
The CU team started a partnership with University of South Carolina's McNair's Scholars Program and the School of Earth, Ocean and Environment where students would be exposed to geosciences careers and undergraduate research through co-mentorship.
The UIC team reconnected with several alumni located locally in Chicago as well as throughout the country who provided information on their educational and career path and offered advice to current students. The resulting set of YouTube videos are used to showcase careers and pathways.