Instructor Stories and Adaptations
These resources describe how the module was adapted for use in different settings. We hope these stories inspire your own use of the module and give you insight into how to adapt the materials for your classroom.
Ed Barbanell: Environmental Ethics at University of Utah. This module was used in an intermediate-level environmental ethics course, which fulfills major requirements for both philosophy and environmental/sustainability studies, as well as fulfilling a humanities general education requirement. The course had 40 students, and the module was taught over three weeks—two 80-minutes sessions per week— toward the latter part of the semester.
Meghann Jarchow: Sustainability and Society at University of South Dakota. This module was used in an introductory sustainability course with 25 students. The module was taught for three weeks as the third of four modules in the course. The course met three times per week for 50 minutes per class.
John Ritter: Environmental Geology at Wittenberg University. I used this module in an introductory environmental science course taken by both science and non-science majors. The course consists of three hours of lecture and one three-hour lab each week. The module was taught over a three-week period, using both lecture and lab sessions but interspersed with other lecture content and lab activities associated with water resources. In all of my courses, I attempt to make the content relevant locally; the module provides an opportunity to examine a local impact on stormwater generation and its mitigation by maintaining or enhancing ecosystem services. It will be modified this year for use in a course on the hydrologic cycle for non-science majors.
Additional Instructor Stories
Dr. Kristen Cecala: Using An Ecosystem Services Approach to Water Resources in Biology 210 at Sewanee: the University of the South
Kristen Cecala, Sewanee: the University of the South
Ecology regularly integrates expertise developed in other disciplines to allow us to understand interactions in the natural world. Teaching concepts in ecosystem ecology that require rudimentary comprehension of chemistry for nutrient cycling and availability can be challenging for two reasons: 1) students have the misconception that scientific disciplines don't inform one another, and 2) nutrient cycling can seem abstract.