Cindy Shellito: Adapting Climate of Change for a Large Lecture Course at the University of Northern Colorado
About this Course An an introductory survey course in meteorology and climatology. 55–72 students Three 50-minute lecture sessions One 2-hour lab weekly public university Syllabus (Acrobat (PDF) 180kB Aug29 13) ...

Laura Rademacher: Environmental Science for Informed Citizens at University of the Pacific
Laura Rademacher, University of the Pacific
My course is an introductory environmental science course. Over time, I've incorporated more opportunities for active learning in the classroom and students respond favorably to spending additional time on the topics they find most compelling. The incorporation of integrate modules has provided new opportunities for active learning in the classroom. Most of the modules lead students through case studies, many of which are focused on regions outside of California and those could broaden my students' perspectives on these issues.

Mark Abolins: Geol 1030 Introduction to Earth Science/Geol 1031 Introduction to Earth Science Lab at Middle Tennessee State University
Mark Abolins, Middle Tennessee State University
My course is introductory general studies Earth Science, taught in a flipped instruction format with a large amount of active learning during the "lecture" period. Transition from "traditional lecture" to "flipped instruction" happened during 2013-2014 through involvement in the Middle Tennessee State University (MTSU) course redesign work group and the Tennessee Board of Regents Course Revitalization Initiative. Students use Pearson's "MasteringGeology" to complete pre-class assignments consisting of both publisher and original content, and they participate in active learning during the "lecture" period. A course response system (clicker remote and app system) is used to assess in-class learning and attendance.

Stefanie Kring: Using Climate of Change in Introduction to Environmental Sustainability at Clarkson University
Stefanie Kring, Clarkson University
Introduction to Environmental Sustainability (BY 115) is a course that is intended for non-science majors which provides a foundation in environmental science and sustainability. One of my goals for this course is for students to leave the course with a greater understanding of climate change, both natural and anthropogenic in origin. Many students have a basic understanding of climate change, but do not truly grasp the complexities. In this course, we begin with an overview of climate change, which allows students to relate it to other concepts presented thereafter (i.e. biogeochemical cycles, renewable energy, etc.). We then conclude the semester with a more in depth examination of climate change, which includes how it is monitored, long and short term climate variability, and impacts. This is the point in the semester when the Climate of Change module was implemented.

Rachel Pigg: Using InTeGrate Materials in Survey of Life at Presbyterian College
Rachel Pigg, University of Louisville
My nonmajors biology students enjoyed the new content provided by three InTeGrate modules: (1) Interactions between Water, Earth's Surface, and Human Activity, (2) Climate of Change, and (3) A Growing Concern. Elements and exercises from all three were interleaved into existing course content, which greatly enhanced student engagement in lecture and lab.

Cynthia Fadem: Teaching Climate of Change in Environmental Geology at Earlham College
This course introduces whole‐Earth materials and processes with a focus on the formation of and human interaction with surficial environments. We examine phenomena such as volcanoes, earthquakes, wasting, flooding, desertification, and climate change. Discussions and lectures employ case studies allowing students to place geologic phenomena in human context, including analysis of sustainable development, water supply, mining, agriculture, and waste disposal practices. Laboratory and field trip exercises employ maps, specimens, real‐world data sets, and local geological sites and resources. This course is designed for students who want to understand Earth and how it works.

Becca Walker: Teaching Climate of Change in an Introductory Oceanography Course for Nonscience Majors at Mt. San Antonio College, CA
OCEA10 provides an introduction to the ocean environment, including geological, chemical, physical, and biological oceanography topics. Students are told to be prepared to work hard and use their brain! This is not a marine biology course. The course covers marine biology briefly, but the majority of the course focus is geology, chemistry, and physics.

Alycia Lackey: Using Climate of Change in Bio 103: Saving Planet Earth at Murray State University
In a two-week module on climate change, I used Unit 6 Adapting to a Changing World to encourage students to think about responding to current and future consequences of climate change. The content in this unit strengthened students' understanding of public opinion, including their own opinion, on climate change as well as mitigation and adaptation response strategies.

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.