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.
Laurel Goodell: Two pilot tests: Natural Hazards course and Living on the Edge Teachers Workshop at Princeton University. First pilot: Natural Hazards is a 12-week introductory-level course that meets for three 50-minute lectures and one 3-hour laboratory per week. Most of the 73 students take the course to fulfill their lab science requirement. The entire module was completed in three laboratory periods on three successive weeks, during the middle part of the semester. Second pilot: Fifteen 3rd-12th grade teachers participated in the week-long "Living on the Edge" workshop that helped fulfill their New Jersey professional development requirements. Teachers completed the entire module during the middle three days of the week.
Peter Selkin: Physical Geology at University of Washington, Tacoma. Physical Geology is a course with associated lab that is the main required geoscience course for environmental science majors. The course can also fulfill a science requirement for non-science majors. The module was tested during the fourth and fifth weeks of the summer quarter, with 11 students enrolled (all science students). Classes were 150 minutes long and meet twice a week. The entire module was completed in three successive class sessions, with two units completed per day.
Rachel Teasdale: Geologic Hazards at California State University, Chico. This 50-person course utilized the module in the Geologic Hazards course, during the fourth and fifth weeks of a 15-week semester. The course is populated by non-geology majors (most of whom are non-science majors) to fulfill one of their general education (science) requirements. This course meets three times per week for 50 minutes each; there is no lab associated with the course. The entire module was completed in sequence, with one unit completed each class period (two days for Unit 3).
Additional Instructor Stories
Elizabeth Nagy-Shadman: Using portions of four InTeGrate modules in Physical Geology at Pasadena City College
Elizabeth Nagy, Pasadena City College
Replacing lab activities with materials from four InTeGrate modules in an introductory physical geology course at a two-year college I replaced about half of my previous laboratory activities in an introductory physical geology class with ten activities adapted from four Integrate Modules. The students seemed to enjoy the group work and moving around the room, something that I rarely did in previous semesters. I also enjoyed the diversity of teaching techniques.
Christopher Berg: GEOL 1121 (Physical Geology) at the University of West Georgia
Christopher Berg, Orange Coast College
My course is a 16-week introductory geology lecture course that is taught in a traditional setting. I replaced half of my traditional lecture content with InteGrate modules and units. I found that by incorporating the student materials into a course packet, integrating readings and assignments into my online CMS, and using in-class polling techniques, I could successfully adapt most of the activities to my large-lecture classroom setting. Students gained an appreciation for the natural resources our society depends upon that they previously took for granted, and the challenges related to preparing for and mitigating natural hazard threats and their wide-reaching impacts.
Mark Abolins: Geol 1030 Introduction to Earth Science/Geol 1031 Introduction to Earth Science Lab at Middle Tennessee State University
Mark Abolins, earthsiteAGS.com
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.
Tiffany Rivera: National Parks Geology at Westminster College (UT)
Tiffany Rivera, Westminster College (UT)
Designed for students of all majors, National Parks Geology introduces fundamental geologic concepts through the lens of America's National Parks. My courses have gradually migrated from traditional lecture-based sessions, to integrated lecture and active learning periods. By immersing students in InTeGrate materials, they became more engaged with the content and enjoyed coming to class. The use of three different InTeGrate modules throughout the semester provided students with a variety of activities to challenge them with concepts, quantitative analysis, map reading and creating, and societal issues that affect the National Parks.
Also Related to Living on the Edge
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