InTeGrate Modules and Courses >Coastal Processes, Hazards and Society > Section 2: Introduction to Coastal Zone Hazards - Processes of Change and their Impacts > Module 6: Impacts on the Societies and Economics of Coastal Regions
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The materials are free and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Module 6: Impacts on the Societies and Economics of Coastal Regions

Diane Maygarden, University of New Orleans
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Summary

In this module, students explore, via online sources and materials provided, the factors leading to coastal hazard vulnerability and the details of experiences in a selection of coastal areas (in the United States and worldwide). Students use the information gained to develop ideas for how coastal communities should respond in the long term. The Rebuild or Retreat debate is introduced, and students weigh in with their ideas.

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Learning Goals

In Module 6, Impacts on the Societies and Economics of Coastal Regions, students explore a number of different locations and scenarios around the world to investigate the ways people are currently reacting to and coping with coastal hazards. Upon completion of this module, the students will be able to:

  • Provide worldwide examples of coastal communities that face coastal hazards;
  • Examine the responses by communities to these hazards, including catastrophic events and ongoing sea-level rise;
  • Weigh the options for the future for vulnerable coastal communities; and
  • Develop possible future scenarios based upon examples of recovery from coastal storm events.

Context for Use

Overall, this one-week module is intended to be used alone or as part of an online or blended general education or introductory-level course that would satisfy a science distribution requirement. The module would be appropriate for non-majors and undeclared students looking for a major. There are two formats: (1) Blended where the students meet at least once to perform the activities in teams; and (2) 100 percent online. As a general guideline, the delivery of content and assessment of learning goals/objectives have been designed to accommodate the logistics of large class sizes where students are expected to work approximately three hours per week covering lecture content with an additional six hours per week of additional reading and work on assessments. Note that some students will require more or less time to meet the goals and objectives of the module.

Description and Teaching Materials

Students will examine examples of communities facing coastal hazards. In the first section of the module, students use the World Bank Climate Data Portal to research worldwide examples of locations (such as Vanuatu and the Philippines) that are particularly vulnerable to coastal hazards. In the second section, the students research U.S. examples, including New York (Superstorm Sandy), New Orleans (Katrina) and the North Carolina Outer Banks, to discover how residents are responding to changes brought by coastal hazards. For the summative assessment, students begin to assemble information they need for the capstone project, while considering long-term impacts to their chosen coastal city of a hypothetical coastal disaster. Materials for students for this module are located at the link below. Teachers can find documentation of the activities at this location as well as rubrics for students. Rubrics for teachers are compiled under Assessment on this site. Suggestions for teaching and a list of the assessments are found below.

Teaching Notes and Tips


What works best for the module?
  • Students should be encouraged to explore the extra links and information provided in text and videos. Students who read all of the material and follow the extra, external links will develop the most complete understanding of concepts. There are numerous concepts embedded in the links that will foster a richer understanding of assessment topics, and students should be encouraged to investigate these materials.
  • Students should be encouraged to read the material in the module before coming to lab.
  • The students enjoyed the change of pace from the technical aspects of the previous modules to the societal approach and the humanized look at the impacts of hazards on coastlines.
  • The formative assessments challenged the students to think differently about preconceived notions of how people face coastal challenges — such as the residents of Isle de Jean Charles in Louisiana and Tacloban, Philippines.

What students found tough and how we adapted

Students who did not thoroughly read the text and look at the accompanying external links had the most problems with the module. These students were unable to relate concepts to one another and consequently had difficulties completing some of the assessments.


Assessment

Formative Assessments

Summative Assessment

References and Resources

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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »