Laura Rademacher: Environmental Science for Informed Citizens at University of the Pacific
About this CourseAn introductory, general education course for non-majors and majors.
ES Syllabus Fall 2016 (Acrobat (PDF) 144kB Sep18 17)
My course is an introductory environmental science course, which began as a traditional lecture and lab class. Over time, I've incorporated more opportunities for active learning in the classroom. The additional time spent engaging more deeply with topics has come at the expense of breadth, however, students respond favorably to spending additional time on the topics they find most compelling. The incorporation of integrate modules has provided new opportunities for active learning in the classroom. Most of the modules lead students through case studies, many of which are focused on regions outside of California. As most of my students are from California, the modules have been particularly compelling as they broaden my students' perspectives on these issues.
My Experience Teaching with InTeGrate MaterialsI integrated 3 modules (18 units) into my course, which constituted a significant fraction of our class time. The primary way in which I modified these modules and units was by supplementing with additional context and materials to link the modules together.
Relationship of InTeGrate Materials to my Course
My course is 15 weeks (30 lecture periods), and the modules were incorporated in the middle of the term. Prior to module implementation, I covered topics including where knowledge comes from, systems, plate tectonics, and human populations. I then included the "A Growing Concern" module, followed by the "Environmental justice and freshwater resources" module. I then included my own materials on energy, followed by the "Climate of Change" module. I wrapped up my course with an investigation of how might we move forward with our planet. Systems and interdisciplinary connections were common themes throughout the course, both through the InTeGrate materials and my own.