Cara Thompson: Using Ocean Sustainability in Physical Oceanography at Santa Monica College
Cara Thompson, Arizona State University at the West Campus
I implemented the Ocean Sustainability Module in my introductory Physical Oceanography course at a two-year junior college (Santa Monica College). Many of our students struggle in science courses. It was great to see those students grasp concepts through the hands-on, student-lead learning provided in this module.

Michelle Kinzel: Using Ocean Sustainability in GEO 101 — Introduction to Physical Geography at Southwestern College
MICHELLE KINZEL, Southwestern College
This module was piloted with a dynamic and enthusiastic group of non-majors students in a science course. These students began the semester with trepidation and a fear of science, and after completing this unit, they were confident in speaking and writing about ocean sciences and issues of sustainability. I am confident these modules help develop strong environmental stewards who are empowered to make good citizen decisions regarding our oceans.

Joshua Villalobos: Using Environmental Justice and Freshwater Resources in Physical Geology at El Paso Community College
GEOL 1403 is an introduction to the study of the materials and processes that have modified and shaped the surface and interior of Earth over time. These processes are described by theories based on experimental data and geologic data gathered from field observations.

Adriana Perez: Using Environmental Justice and Freshwater Resources in Physical Geology at El Paso Community College
Students in Physical Geology study the principles and processes of physical geology with emphasis on Earth's materials, structures, landforms, and mineral resources. The course is recommended for all students majoring in science or engineering.

Peter Berquist: Using Carbon, Climate, and Energy Resources at Thomas Nelson Community College
Our physical geology course aims to introduce students to the materials that Earth is comprised of and the processes that create and modify these materials. We cover rocks and minerals, plate tectonics, geologic time, groundwater, surface processes, glaciers, and climate change. A vast majority of our students plan to transfer to a four-year college, and they take this geology class to satisfy the lab science requirement for their associate's degree.

Michelle A. Fisher: Using Interactions between Water, Earth's Surface, and Human Activity in Biology for Majors at Three Rivers College
Michelle Fisher, Three Rivers Community College
Over a 6-week period, I incorporated the "Interactions between Water, Earth's Surface, and Human Activity" module into the ecology section of my Biology for Majors course to allow students to assess the interdependence between the abiotic and biotic world. Through use of the module, the study of geosciences was connected to the study of ecology and to the grand challenge of river flooding that occurs in our region.

Robert MacKay: Using Earth's Thermostat in Meteorology 101: The Atmosphere and the Environment at Clark College
Bob Mackay, Clark College
Earth's Thermostat module engaged my introductory meteorology students in actively learning about energy flows and balances within the Earth system. Our module units help my student learn by analyzing data using the methods of geoscience. Systems thinking in relation to Earth's energy balance climate and society is also a central theme of our module.

Pamela Gore: Using Carbon, Climate, and Energy Resources at Perimeter College, Georgia State University.
This module was taught in a laboratory course to accompany the environmental science lecture course. The laboratory investigates the scientific aspects of the impacts modern society has upon the natural environmental systems of Earth. Lab activities examine some of the problems associated with the future sustainability of critical components of Earth's hydrosphere, atmosphere, geosphere, and biosphere. The course is designed for non-science majors. 1 credit.

Tara Jo Holmberg: Using the A Growing Concern and Soils, Systems, and Society Modules in Introduction to Environmental Science at Northwestern Connecticut Community College
Tara Holmberg, Northwestern Connecticut Community College
This course was taught within a newly designed 21st century classroom. The 16 students were from a variety of majors, most taking it as their science elective and 3 as a major requirement. This particular class was one of the most engaged I have ever had. While the personality of the class was unique, upbeat, and engaged, the design of the classroom cannot be overlooked as a contributing factor in the success of this implementation.

Callan Bentley: Using Carbon, Climate, and Energy Resources at Northern Virginia Community College
The course is intended to provide an introductory-level understanding of Earth processes and products. Infused throughout with the theory of plate tectonics, it covers minerals, rocks, geologic hazards, geomorphology in the context of process (fluvial, groundwater, glacial, aeolian), structural geology, and climate change. It counts as a science laboratory course for the college's associate's degrees, and transfers to partner universities as a 4-credit lab science.