Julie Monet: Using Interactions between Water, Earth's Surface & Human Activity in Concepts in Earth & Space Science
About this Course A 300-level geology course for pre-service teachers. 24 students One 50-minute lecture session Two 2-hour labs weekly four-year state university Syllabus (Acrobat (PDF) 113kB Jul6 14) Show the ...

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.

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.

Helen Brethauer-Gay: Using Mapping the Environment with Sensory Perception in Introduction to Sociology at Florida Agricultural and Mechanical University
Helen Brethauer-Gay, Florida Agricultural and Mechanical University
I used this module in an Introductory to Sociology course that contains students from all disciplines. I placed it right after our section on scientific method and made it very hands on, giving them class time for a large portion of it. They worked first independently and then in groups. The students really enjoyed the process (the data collection) and the creation of the project (the map). I did too. I always enjoy teaching more when I can get the students to enjoying the learning experience and 'hands on' works most of the time. The report section was, as writing seems to be, more challenging.

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.

Melissa Schlegel: Using Map Your Hazards! in Natural Disasters and Environmental Geology at the College of Western Idaho
The course title is Natural Disasters and Environmental Geology. As a class, we examine 1) the interaction between modern society and Earth processes that are hazardous (e.g. volcanoes, flooding, climate change, etc.), 2) how communities and individuals can limit the extent of damage from these hazards, and 3) how society is influencing the frequency and magnitude of many natural hazards. In addition, we discuss how natural hazards benefit our society and our environment.

Chris Sinton: Using Water, Agriculture, and Sustainability in Earth System Science at Ithaca College
Chris Sinton, Ithaca College
This module was used in Earth System Science to demonstrate the relationship between water resources and human activities, particularly agriculture. Agriculture was the perfect example for this course because we cover the science of water, including precipitation patterns, as well as soils.

Adam Wymore: Introduction to Critical Zone Science at University of New Hampshire-Main Campus
Adam Wymore, University of New Hampshire-Main Campus
This course was taught as an upper-division elective to Environmental Science Majors at the University of New Hampshire. The student body reflected a mix of students specializing in Ecosystem Ecology, Soils, and Hydrology. This diversity, as well as my training as a biologist made for an rich combination of perspectives on Critical Zone Science. At the end of course, students really appreciated the holistic approach to environmental and earth system science.

Laura Wright: Using Cli-Fi at Western Carolina University
Understanding what is meant by "African literature" is no simple task. There is really no such thing as a monolithic African literature—or a monolithic Africa; Africa, as a geographical locale and ideological construct, is not a uniform location, even though it is often presented to Western audiences as a singular entity. The continent of Africa is made up of (at last count) 58 distinct countries—and the category of "country" is dependent upon a colonial legacy that divided the continent in accordance with imperial mandates. Therefore, "Africa" as we understand it is an entity at once constituted by colonization and at odds and acting in response to the European colonial project.

Allison Dunn: Using Earth's Thermostat in Physical Geography at Worcester State University
Allison Dunn, Worcester State University
Capturing students' interest with real data I teach Physical Geography, a survey class that introduces students to the atmosphere, hydrosphere, lithosphere, and biosphere. I incorporated the Earth's Thermostat module in lieu of my typical coverage of chapters on Earth's energy balance, temperature, and climate change. My students really responded to the in-class activities, and you could hear an excited buzz as different groups worked their way through the material for each activity. I think this module is especially powerful because it lets students directly engage with the data behind a major societal issue (climate change). By working with the data itself, instead of reading about it in a text, they felt a greater ownership and understanding of this challenge facing our society.