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.
Sarah Fortner: Geology of the Critical Zone (GEOL 170) at Wittenberg University. This 9-person course completed the module during weeks 4 and 5 of a 16-week semester, with an additional week given to complete the summative fact sheet assignment. The course functions as an introduction to the geology major, but most students take the course to fulfill general education (science and math) requirements. This course meets four times per week (one meeting is a three-hour laboratory). The module was completed during the non-laboratory portion of the class, with laboratories used to explore complementary material at field sites.
Martha Murphy: Introduction to Environmental Science (ENVS12) at Santa Rosa Junior College. This 25-person course used the module during the last two weeks of a 15-week semester. The course functions as an introduction to the geology major, but most students take the course to fulfill general education (science and math) requirements. This course meets four times per week (one meeting is a three-hour laboratory) and completed the entire module, with four of the activities completed during two lab meetings.
Hannah Scherer: Ecological Agriculture: Theory and Practice (ALS 3404) at Virginia Tech. This 15-person course completed the entire module during the second two weeks of a 15-week semester. The course functions as an introduction to ecological agriculture and is a required course for the Civic Agriculture and Food Systems minor. It meets three times per week (one meeting is a three-hour laboratory).
Additional Instructor Stories
Elizabeth Nagy-Shadman: Using portions of four InTeGrate modules in Physical Geology at Pasadena City College
Elizabeth Nagy-Shadman, 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.
Laura Rademacher: Environmental Science for Informed Citizens at University of the Pacific
Laura Rademacher, University of the Pacific
My course is an introductory environmental science course. Over time, I've incorporated more opportunities for active learning in the classroom and 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 and those could broaden my students' perspectives on these issues.
Robert Loeb: Using the A Growing Concern Module in Introductory Soil Science at Pennsylvania State University-Penn State DuBois
Robert Loeb, Pennsylvania State University-Main Campus
The goal of Introductory Soil Science is to introduce the study of soil properties and processes and their relationships to land use, plant growth, environmental quality, and society. My offering of the course is online and serves a population of students who are primarily majors in the agricultural and earth sciences. Transforming the six units of a Growing Concern from the face-to-face format to the on-line setting resulted in valuable additions in regard to environmental quality and society.
Rachel Pigg: Using InTeGrate Materials in Survey of Life at Presbyterian College
Rachel Pigg, Presbyterian College
My nonmajors biology students enjoyed the new content provided by three InTeGrate modules: (1) Interactions between Water, Earth's Surface, and Human Activity, (2) Climate of Change, and (3) A Growing Concern. Elements and exercises from all three were interleaved into existing course content, which greatly enhanced student engagement in lecture and lab.
Tara Jo Holmberg: Using the A Growing Concern and Soils, Systems, and Society Modules in Introduction to Environmental Science at Northwestern Connecticut Community College
Tara Holmberg, Northwestern Connecticut Community College
This course was taught within a newly designed 21st century classroom. The 16 students were from a variety of majors, most taking it as their science elective and 3 as a major requirement. This particular class was one of the most engaged I have ever had. While the personality of the class was unique, upbeat, and engaged, the design of the classroom cannot be overlooked as a contributing factor in the success of this implementation.
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