Instructor Stories
Subject
Grade Level
Teaching Context
InTeGrate Modules and Courses
- A Growing Concern 8 matches
- An Ecosystem Services Approach to Water Resources 3 matches
- Carbon, Climate, and Energy Resources 6 matches
- Changing Biosphere 5 matches
- Cli-Fi: Climate Science in Literary Texts 5 matches
- Climate of Change 9 matches
- Coastal Processes, Hazards and Society 3 matches
- Critical Zone Science 5 matches
- Earth's Thermostat 3 matches
- Environmental Justice and Freshwater Resources 6 matches
- Environmental Justice and Freshwater Resources - Spanish 1 match
- Exploring Geoscience Methods 3 matches
- Food as the Foundation for Healthy Communities 4 matches
- Future of Food 3 matches
- Humans' Dependence on Earth's Mineral Resources 7 matches
- Interactions between Water, Earth’s Surface, and Human Activity 6 matches
- Lead in the Environment 3 matches
- Living on the Edge 7 matches
- Major Storms and Community Resilience 3 matches
- Map your Hazards! 6 matches
- Mapping the Environment with Sensory Perception 4 matches
- Modeling Earth Systems 3 matches
- Natural Hazards and Risks: Hurricanes 4 matches
- Ocean Sustainability 5 matches
- Regulating Carbon Emissions 2 matches
- Renewable Energy and Environmental Sustainability 3 matches
- Soils, Systems, and Society 5 matches
- Systems Thinking 4 matches
- The Wicked Problem of Global Food Security 4 matches
- Water Science and Society 4 matches
- Water Sustainability in Cities 4 matches
- Water, Agriculture, Sustainability 4 matches
Results 21 - 30 of 127 matches
Robert Loeb: Using the A Growing Concern Module in Introductory Soil Science at Pennsylvania State University-Penn State DuBois
Robert Loeb, Pennsylvania State University-Main Campus
The goal of Introductory Soil Science is to introduce the study of soil properties and processes and their relationships to land use, plant growth, environmental quality, and society. My offering of the course is online and serves a population of students who are primarily majors in the agricultural and earth sciences. Transforming the six units of a Growing Concern from the face-to-face format to the on-line setting resulted in valuable additions in regard to environmental quality and society.
Grade Level: College Lower (13-14), College Introductory
Teaching Context: Intro Courses, Online/Distance/Hybrid Courses
InTeGrate Modules and Courses: A Growing Concern
Maurice Crawford: Using Renewable Energy and Environmental Sustainability at the University of Maryland Eastern Shore
× About this course An elective for either environmental science or biology majors. 1-5 students One 120-minute lab session per week A public four-year comprehensive land-grant institution. Syllabus (Acrobat ...
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.
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
Teaching Context: Large Lecture Classes, Intro Courses
InTeGrate Modules and Courses: Carbon, Climate, and Energy Resources , Climate of Change
Heather Karsten: Using "The Future of Food" in 2016
Heather Karsten, Pennsylvania State University-Main Campus
This is a new introductory course on agriculture and food systems, the challenges and some potential strategies for sustainability. I co-taught the course with Steven Vanek and I was the instructor for three modules. This was my first experience teaching a "flipped class". Students were responsible for reading online, taking a weekly quiz online and submitting a formative assignment online before the class meeting. This format allowed us to review their quizzes and assessments and discuss material students had difficulty with, introduce themes of the second part of the module and the summative assessment, and for students to apply their understanding towards analyzing and interpreting data in a summative assignment.
Grade Level: College Lower (13-14), College Introductory
Teaching Context: Intro Courses
InTeGrate Modules and Courses: Future of Food
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.
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
Teaching Context: Intro Courses, Two Year Colleges
InTeGrate Modules and Courses: Carbon, Climate, and Energy Resources
Adam Hoffman: Using in Introduction to the Critical Zone Sciences at University of Dubuque
Adam Hoffman, University of Dubuque
I have had success teaching the entire Introduction to Critical Zone Sciences course in a variety of contexts. I first taught the course in a traditional face-to-face format over the course of a semester. The students were very excited and enjoyed the variety of disciplines covered in the course and the real-world data that were assigned to interact with. The second time I taught the course I taught it as an online summer class and again the feedback was positive regarding the data analysis activities.
Teaching Context: Online/Distance/Hybrid Courses
InTeGrate Modules and Courses: Critical Zone Science
Joan Ramage: Teaching Natural Hazards and Risks: Hurricanes in Introduction to Environmental Science at Lehigh University
This course in introductory environmental science focuses on an integrated system-level approach to understanding our natural environment at all space scales, and on human time scales. Concepts to be covered span natural and human-induced drivers of environmental change, consequences within ecosystems, physical systems, and social systems, and options for mitigation of and adaptation to environmental change. Example topics include change within systems, biogeochemical cycles, population pressure, ecosystems and diversity, productivity and food security, energy, water resources, climate change, pollution, ozone, urban issues, and sustainability.
Grade Level: College Lower (13-14):College Introductory, College Lower (13-14)
Teaching Context: Intro Courses, Large Lecture Classes
InTeGrate Modules and Courses: Natural Hazards and Risks:Natural Hazards and Risks: Hurricanes
Martha Murphy: Teaching A Growing Concern in Introduction to Environmental Science at Santa Rosa Junior College
ENVS 12 is an introduction to environmental issues from a scientific perspective, focusing on physical, chemical, and biological processes within the Earth system, the interaction between humans and these processes, and the role of science in finding sustainable solutions. Topics include contemporary environmental issues related to resource use, pollution, and human population growth.
Grade Level: College Lower (13-14):College Introductory
Teaching Context: Two Year Colleges, Intro Courses
InTeGrate Modules and Courses: A Growing Concern
Susan DeBari: Using Interactions between Water, Earth's Surface, and Human Activity in Geology and Everyday Thinking (GET) at Western Washington University
This course (GET) is an introduction to geology designed specifically for pre-service elementary teachers. It is constructivist by design, so that learning occurs through a series of guided activities, and focused small- and large-group discussion. Students work in groups of three at all times. It is through the student-led (but facilitated) sense-making discussions that concepts are developed. Concepts build through seven modules over the course of the quarter, so that by the end, students have a very holistic view of how energy and matter are transferred through Earth processes.
Grade Level: College Lower (13-14):College Introductory
Teaching Context: Intro Courses, Courses for Future Teachers
InTeGrate Modules and Courses: Interactions between Water, Earth’s Surface, and Human Activity
Tim Bralower and Brent Yarnal: Using Coastal Processes, Hazards and Society at Pennsylvania State University — Main Campus
Tim Bralower, Pennsylvania State University-Main Campus; Brent Yarnal, Pennsylvania State Univ-Penn St. Erie-Behrend Coll
This course provides a global perspective of coastal landscapes, the processes responsible for their formation, diversity, and change through time, as well as societal responses to changes in the coastal zones of the planet. Active learning elements include analyzing real data sets and applying critical thinking and problem-solving skills to real-world coastal issues that affect human populations. Students must complete a capstone project in which they consider a real-world coastal issue from a list of approved cities.
Grade Level: College Upper (15-16), College Lower (13-14):College Introductory, College Lower (13-14)
Teaching Context: Intro Courses
InTeGrate Modules and Courses: Coastal Processes, Hazards and Society