InTeGrate Modules and Courses >Exploring Geoscience Methods > Instructor Stories
 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.

James Ebert
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James Ebert[creative commons]
Provenance: James Ebert, SUNY Oneonta
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.
Jim Ebert: Laboratory Techniques in Earth Science at SUNY Oneonta. I taught this module as a guest instructor, and the main instructor of the course was gracious in "lending" the class to me for the first 3 weeks of a 15-week semester. The course meets once each week for 110 minutes. Enrollment in this course ranges from six to sixteen students, most of whom are dual majors in adolescence education—Earth science and Earth science (liberal arts). Some students are childhood education (elementary) majors with disciplinary concentrations in either Earth science or general science. This course is intended to develop pedagogical content knowledge by bridging the gap between geoscience content and education courses. The module was completed in three class meetings with significant out-of-class work by the students.

Photo of Scott Linneman
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Photo of Scott Linneman at the Swift Creek landslide in Whatcom County Washington[creative commons]
Provenance: I have been given "any use" authorization to use this photo by Matty Photography.
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.
Scott Linneman: Methods in Secondary Education for Science Teachers at Western Washington University. There is little time for nature of science discussions in a typical secondary science methods class. I used this module to introduce the methods of geoscience during 1 week of a 10-week methods class. Our class was small: ten to twenty pre-service secondary science teachers (biology, chemistry, Earth science and physics); some were current science majors, some were post-baccalaureate science majors, some were master in teaching candidates. We met three times per week and each meeting was two hours. In six hours of class time (plus substantial homework), we completed the first and third units of the module. Student assessments and feedback clearly indicate broadened understanding of geoscientific thinking.

Photo of Jeff Thomas
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Photo of Jeff Thomas[creative commons]
Provenance: Jeff Thomas, Central Connecticut 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.
Jeff Thomas: History and Nature of Science at Central Connecticut State University. I implemented this module with fifteen pre-service secondary science teachers from all science disciplines (e.g. biology, physics). Pre-service teachers typically take this course one semester before their science methods class and two semesters before they student teach. A primary goal of this course is for students to understand the methods of science and how to incorporate them as part of teaching and learning science. This 3-credit, 15-week semester course meets once per week for 160 minutes. This module was implemented as the capstone activity within the last 4 weeks of the course. Most of the module was implemented during class, including the summative assessment.

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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 »