Jennifer Hanselman: Cli-Fi at Westfield State University. The module was taught in a graduate level climate change course in a class of approximately 12 students. The majority of the students were practicing teachers, working to obtain a masters degree. The course was taught entirely online, therefore the module was adapted to that format. We implemented the module during the 9th week of the semester and took three weeks to complete. We utilized online discussion boards, assignment links for homework, and file uploads for the background content.
Rick Oches: Cli-Fi at Bentley University. I used Cli-Fi in my Science of Sustainability class, a general education science elective with 24 students, most of whom were business majors. The class met twice weekly for 75 minutes, and module components were incorporated as a combination of in-class activities and homework assignments over a two week period. Additional class time was spent prior to the module discussing Earth's climate system and the science of climate change, so students began with some climate change understanding. The module summative assessment was completed as part of a take-home final exam.
Jennifer Sliko: Cli-Fi at Penn State Harrisburg - Physical Geology. I used this module in my undergraduate Physical Geology class of 40 students, primarily civil engineering majors (and a few petroleum engineering majors). The students in this class are primarily sophomores and juniors, and most of the students are considered traditional students. I taught this module in the last ¼ of the semester. Before doing this module, the students had previously learned about plate tectonics, earthquakes, volcanoes, minerals and the three rock types, weathering, soils, groundwater, and rivers, but we had not covered climate change. The summative assessment was used as a homework assignment.
Jennifer also piloted materials in her Planet Earth course.
Laura Wright: Cli-Fi at at Western Carolina University The module was taught as a component of my African Literature graduate seminar, made up of eight students. The seminar met once per week for three hours over the course of fifteen weeks. The students in my class are all pursuing MAs in English with various concentrations: literature, professional writing, or rhetorical and composition. Two are high school teachers, and three others teach college-level composition courses. I introduced much of the climate change science materials early in the semester and spent very little time on the sections of the module that focus on literary terminology and rhetorical analysis, because, as graduate students, my class was already very familiar with those aspects of the module. The summative assessment was given during the final exam period.