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 Earth-focused Modules and Courses for the Undergraduate Classroom
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The materials are free and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Instructor Stories

These stories describe how the module was adapted for use in three different courses at three institutions. We hope these stories inspire your own use of the module and give you insight into how to adapt the materials for your classroom.

Akin Akinyemi, Florida State University
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Akin Akinyemi, Florida State University[creative commons]
Provenance: Akin Akinyemi, Florida State University
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
Akin Akinyemi: Using in URP3000 Intro. to Planning at Florida State University
The module was nested in week twelve of a sixteen-week introductory urban planning course for juniors and seniors majoring in environmental science, international affairs, sociology, geography, and economics. The course enrolled 41 students during this implementation.

Dr. Cynthia M. Hewitt
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Cynthia Hewitt (Associate Professor, Morehouse College) is a sociologist in the political-economy tradition of world-systems theory. While this theory explains why the system remains the same, she seeks to determine instead the catalytic points for change based on the contradictory positions occupied by Africans, women and other people whose indigenous roots place them in subaltern positions today. The limits to growth poses the third dimension in the dialectics of capital and labor, changing all P-E theory. Much of her research and teaching focuses on exposing students to African cultures of subsistence, a contribution of Africentric perspectives. She theorizes the need for collective control over subsistence in order to be really free to make choices for sustainability, and the benefits of Pan-African solidarity. More specifically, her projects include the Solar Pioneers II Indigenous Language solar education research project with MPAGE study abroad research interns in Ghana.[creative commons]
Provenance: Cynthia Hewitt, Morehouse College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
Cynthia Hewitt: Inequality: Class, Race, Gender and Global at Morehouse College
The module was introduced in the twelfth of a sixteen-week intermediate-level course on social inequality, with eleven students enrolled in this implementation. The course presents theories and research in social stratification and emphasizes class relations and structural sources and manifestations of inequality and its consequences.

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John Warford - headshot[creative commons]
Provenance: John Warford, Florida Agricultural and Mechanical University
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
John Thomas Warford: Student Life Skills 1101: The First Year Experience at Florida Agricultural and Mechanical University
The module was implemented in the middle of a six-week introductory course for freshman and some sophomores, with 23 students enrolled in the implementation described. The purpose of the course is to help students make a successful transition to FAMU, both academically and personally. This course aims to foster a sense of belonging, promote engagement in the curricular and co-curricular life of the university, articulate to students the expectations of the university and its faculty, aid students in developing and applying critical thinking skills, and help students continue to clarify their purpose, meaning, and direction.

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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »