This material was developed and reviewed through the InTeGrate curricular materials development process. This rigorous, structured process includes:
- team-based development to ensure materials are appropriate across multiple educational settings.
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This page first made public: Jul 26, 2017
- Use one or more high-profile events as case studies to illustrate storm-related risk and resilience measures.
- Explore storm preparedness in a chosen region, with a focus on risk assessment, management, and resilience.
- Analyze and apply information sources and data-handling methods, using case studies.
- Conduct research on storm events and local impacts through various investigative, data-rich assignments.
- Compile and review data relevant to assessing and managing risk for particular types of storm events.
- Use a Town Hall Meeting approach to assess emergency-preparedness and potential resilience within a community.
A great fit for courses in:
- Natural Hazards
- Environmental Studies
- Environmental Science
- Earth Science
- Public Policy
- Environmental Sociology
- Global Change
- Disaster Management
The authors have built the module using active learning techniques. Because of the interdisciplinarity of the module, the authors anticipate that students from across disciplines will bring different knowledge bases to the topic of major storms. Active learning techniques will allow instructors to capitalize on the different strengths of their respective classes, while minimizing student confusion when exposed to new approaches. For example, the Hazard Vulnerability Analysis Activity in Unit 1 uses Just-in-Time-Teaching techniques to help facilitate student learning. Students will complete a Hazard Vulnerability Analysis as homework and submit it before class. This will allow instructors to identify areas of concern or low-understanding before the class meeting, and in turn will allow instructors to spend class time on areas of high need. Other examples of active learning techniques used throughout the module include (but are not limited to): peer learning activities, jigsaw activities, and oral presentations/debates.
Supported community developed, nationally recognized Earth Science Literacy Principles:
- Earth Science Literacy 1.1: Earth scientists find solutions to society's needs.
- Earth Science Literacy 1.2: Earth scientists use a large variety of scientific principles to understand how our planet works.
- Earth Science Literacy 1.5: Earth scientists use their understanding of the past to forecast Earth's future.
- Earth Science Literacy 8.1: Natural hazards result from natural Earth processes.
- Earth Science Literacy 8.7: Humans cannot eliminate natural hazards, but can engage in activities that reduce impacts.
- Earth Science Literacy 8.8: An Earth-science-literate public is essential for reducing risks from natural hazards.
Supported community developed, nationally-recognized Ocean Science Literacy Principles:
- Ocean Science Literacy Principle 6 F: Coastal regions are susceptible to natural hazards (such as tsunamis, hurricanes, cyclones, sea level change, and storm surges).
Supported Essential Principles of Climate Science:
- 7 C: Incidents of extreme weather are projected to increase as a result of climate change. Many locations will see a substantial increase in the number of heat waves they experience per year and a likely decrease in episodes of severe cold. Precipitation events are expected to become less frequent but more intense in many areas, and droughts will be more frequent and severe in areas where average precipitation is projected to decrease.
Addressed community developed, nationally-recognized Atmospheric Science Literacy Principles:
- Atmospheric Science Literacy Principle 7.4: Weather forecasts and predictions of future climate assist us in implementing mitigation strategies and adaptation to new climatic conditions.
- Atmospheric Science Literacy Principle 7.5: Citizens need to become educated about Earth's atmosphere to make informed decisions on issues at local, regional, and global levels.
Table of Contents
- Doner L.A., Stapleton P. (2019) Teaching Societal Risk and Resilience Through Systems Analysis of Major Storms. In: Gosselin D., Egger A., Taber J. (eds) Interdisciplinary Teaching About Earth and the Environment for a Sustainable Future. AESS Interdisciplinary Environmental Studies and Sciences Series. Springer, Cham