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.
From the Authors
Josh Galster: Earth and the Environment at Montclair State University. This 100-level course with 20 students incorporated parts of the module during two lecture and one laboratory period during weeks 10 and 11 of a 16-week semester at Montclair State University. The course is designed for non-majors. The class meets two times a week for 75 minutes and once a week for a two-hour lab. Dividing the module between lecture and laboratory sessions allowed for different activities to be approached in a variety of ways.
Lisa Gilbert: Oceanography at Williams-Mystic. This 12-person 200-level course utilized the module during weeks 9 and 10 of a 17-week semester at the Maritime Studies Program of Williams College and Mystic Seaport (Williams-Mystic ). The course is part of an interdisciplinary maritime studies "study away" semester at Williams-Mystic, with mostly third year undergraduates from a variety of colleges and universities. Students represent every possible major, from geology to economics to art history. The class meets two times a week for 75 minutes (plus 3.5-hour labs and extended field seminars); students completed the module during three regular class meetings and in several short (15-minute) homework assignments.
Joan Ramage: Environmental Science at Lehigh University. This large introductory environmental science course for majors and non-majors had 75 students. The course is required for the environmental studies major and can also be used as a requirement toward the Earth and environmental sciences major. The class meets two times a week with no required laboratory. The instructor was a guest instructor for weeks 12 and 13 of a 15-week semester at Lehigh University.
Additional Instructor Stories
Mark Abolins: Geol 1030 Introduction to Earth Science/Geol 1031 Introduction to Earth Science Lab at Middle Tennessee State University
Mark Abolins, Middle Tennessee State University
My course is introductory general studies Earth Science, taught in a flipped instruction format with a large amount of active learning during the "lecture" period. Transition from "traditional lecture" to "flipped instruction" happened during 2013-2014 through involvement in the Middle Tennessee State University (MTSU) course redesign work group and the Tennessee Board of Regents Course Revitalization Initiative. Students use Pearson's "MasteringGeology" to complete pre-class assignments consisting of both publisher and original content, and they participate in active learning during the "lecture" period. A course response system (clicker remote and app system) is used to assess in-class learning and attendance.
Also Related to Natural Hazards and Risks: Hurricanes
Introduction to InTeGrate Modules: Hands-on, data-rich, and socially relevant geoscience activities
Apr 10 2015 Download Webinar Slides (PowerPoint 2007 (.pptx) 24.2MB Apr10 15) Click to view
Assessing the Impact of InTeGrate Materials in Introductory Environmental Science and Botany Courses
Aug 31 2017 Using InTeGrate modules in an Introduction to Environmental Science course since the Spring of 2016 has resulted in measurable gains in student achievement in objectives related to soils, agriculture, mining, climate change, among other topics. Utilizing the QUBES InTeGrate Faculty Mentoring Network (FMN) in Spring 2016 was invaluable for guidance with modifying and launching the initial modules used in the course: 'A Growing Concern' and 'Soils, Systems, and Society.' Additional modules were added in the Fall of 2016 to strengthen the course and implementations of previous modules were improved. Recent experiences as a co-mentor for QUBES InTeGrate FMN in Spring 2017, has led to new depths of reflection, additional modules utilized, and new courses employed. Student feedback and results of assessments will be shared as part of the session.
Teaching About Natural Hazards and Risk
Aug 31 2016 Natural hazards and risk are topics that showcase the interactions between geological processes and society. Teaching about these topics helps students see the connections between geoscience and their daily lives. This webinar will highlight teaching strategies and examples ranging from in-class activities to capstone projects that help student consider the local and broader societal impacts of hazards, and will also provide models for mitigating risk. InTeGrate authors, Laurel Goodell, Lisa Gilbert, and Tim Bralower, will discuss their modules "Living on the Edge: Building Resilient Societies on Active Plate Margins", "Natural Hazards and Risks: Hurricanes", and "Coastal Processes, Hazards, and Society". The webinar will include 30 minutes of presentations and 25 minutes of discussion. Participants are encouraged to both ask questions of the presenters and discuss their own experiences teaching about hazards and risk.