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.

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.

Ellen Wisner: Using InTeGrate Materials in General Biology II at University of North Carolina at Charlotte
Ellen Wisner, University of North Carolina at Charlotte
I used material from three different Integrate modules in my General Biology II course. This is the second biology course taken by majors at UNCC, and covers evolution, animal and plant structure and function, and ecology. As a part of the course students do a service learning project related to sustainability. These modules helped to incorporate more discussion of topics related to sustainability in the course, and helped to better link their service learning project to the material covered during class.

Molly Redmond: Using InTeGrate Materials in Biology 3144 (Ecology) at UNC Charlotte
Molly Redmond, University of North Carolina at Charlotte
Teaching the Carbon Cycle, Climate Change, and Feedback Loops in Introductory Ecology I used material from the Carbon, Climate and Energy Resources Module and the Changing Biosphere Module, along with some inspiration from the Systems Thinking Module, in my intro Ecology class. This a required core class for Biology majors at UNCC and consists largely of juniors and seniors, but most students have little to no background in environmental science or ecology. I taught two sections of this class, each section had 76 students and met twice a week for 75 minutes. I did the activities in both sections. Our classroom was designed for active learning, with 76 desks on wheels. These desks can face forward during the lecture portion of the class or be moved into groups for activities. This flexible arrangement works very well for my class, which is mix of traditional lecture, frequent clicker questions, and longer group activities. The room has five projectors, so students can see slides on all walls of the room. The one downside is that the room is so full of desks, it's challenging for me to move around the classroom and nearly impossible for the students to move around out of their desks. I modified the InTeGrate materials to suit the physical structure of the classroom and my relatively large (but not huge) classes.

Judi Roux: BIOL 1001: Biology and Society at University of Minnesota Duluth
Judi Roux, University of Minnesota-Duluth
Even though Biology and Society has a large student enrollment, I prefer that students are actively engaged with the course topics and with each other rather than always listening to a PowerPoint lecture. At the beginning of the semester, students were assigned to teams of four using the CATME Team-maker surveys at http://info.catme.org/ Students worked in these teams during lab activities and specific classroom activities. With my fall course, I began to implement case studies to introduce and engage students with required topics, so I appreciated that case studies were available for certain activities within the modules.

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.