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.
Lisa Doner: Introduction to Environmental Science and Policy II at Plymouth State University. This large introductory environmental science course for majors had 47 students. The course is part of a two-semester sequence required for all environmental science and policy majors. The class meets two times a week for lectures and once a week for a 2-hour required lab. The module was run at the end of the semester as a way of integrating many physical, social, and ethical concepts introduced over the two semesters. Both lecture and lab times were used for the module activities.
Lorraine Motola: Disaster Response and Recovery at Metropolitan College of New York. This upper-level course had to be adapted due to low enrollment of only two students. The module occurred during the second half of the 14-week semester at Metropolitan College of New York. The course is designed for Disaster Management students. The class met once a week for a 110-minute lecture. Students participated in module lectures/activities and by submitting related homework assignments.
Patricia Stapleton: American Public Policy at Worcester Polytechnic Institute. This medium-sized introductory public policy course had 39 students from a range of majors and across classes (freshman through senior). The course fulfills a general social science requirement on campus, and it can be taken as a foundational course for a major in Society, Technology, and Policy or a minor in Law and Technology. The class meets two times a week for lectures during a 7-week term. The module was run in the last three weeks of the course as a way for students to apply the theoretical, disciplinary knowledge learned in the first part of the term to a specific public policy issue area. Class time was used for instructor-delivered lectures and in-class activities. Students were also expected to meet in groups outside of class hours to complete work.
Learn more about using InTeGrate modules and courses
Also Related to Major Storms and Community Resilience
InTeGrate 101: How to incorporate InTeGrate classroom materials into your courses
Dec 8 2017 In this free, one-hour webinar participants will be introduced to the large collection of InTeGrate teaching materials and provided with strategies to incorporate activities into their own college classrooms. These data-rich activities provide up front learning outcomes, embedded assessment tools, and instructor stories from a variety of institution types. Following a brief overview of how the InTeGrate materials were designed, we will navigate through the online collection and examine several specific activities that use active learning strategies such as jigsaws, role-playing, and gallery walks. Several module authors will also join us and give brief overviews of highlights of their modules.