Using InTeGrate in Online or Hybrid Courses
Jump Down To: Instructor Stories | Best Practices
Learn more about how faculty have adapted InTeGrate teaching materials for other disciplines and course formats.
A number of the modules and courses developed for InTeGrate were written specifically for use in online or hybrid classrooms.
InTeGrate Interdisciplinary Distance Learning Courses »
In addition, one of the Implementation Programs (Penn State) focused specifically on broadening the reach of geoscience content via distance learning and two others (Claflin and Mercer) included faculty who used InTeGrate materials in their online courses.
Pennsylvania State University Distance Learning CoursesClaflin University CU InTeGrated!Mercer University Providing Cultural and Regional Relevance to Issues of Global Sustainability
How Instructors Across the Country Have Used InTeGrate Materials in Online and Hybrid Courses
Adriana Perez: Using Environmental Justice and Freshwater Resources in Physical Geology at El Paso Community College
Instructor story page detailing Adriana Perez’s implementation of the InTeGrate module *Environmental Justice and Freshwater Resources* in a hybrid physical geology course at a two-year college, emphasizing student engagement, environmental justice connections, and adaptations for technical constraints.
Jennifer Hanselman: Using Cli-Fi at Westfield State University
Instructor story page detailing Jennifer Hanselman's implementation of the InTeGrate "Cli-Fi: Climate Science in Literary Texts" module in an online graduate-level climate change course at Westfield State University, covering unit-by-unit adaptation, student engagement strategies, assessments, and outcomes in an upper-division online science education context.
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
Instructor story detailing the adaptation of the "A Growing Concern" module for an online Introductory Soil Science course, emphasizing systems thinking, soil sustainability, erosion analysis, and student creation of public-facing agricultural fact sheets to bridge academic learning with real-world application.
Russanne Low: Using Food Security in Science Systems Environment and Sustainability at University of Nebraska at Lincoln
Russanne Low, Institute for Global Environmental Strategies
Instructor story page detailing the adaptation of the InTeGrate "Wicked Problem of Global Food Security" module into a 200-level asynchronous online environmental science course at the University of Nebraska-Lincoln, emphasizing systems thinking, ArcGIS Online integration, and student engagement through team-based, region-specific case studies culminating in action plans.
Adam Hoffman: Using in Introduction to the Critical Zone Sciences at University of Dubuque
Adam Hoffman, University of Dubuque
Instructor story page detailing Adam Hoffman's implementation of the InTeGrate "Introduction to Critical Zone Sciences" course at the University of Dubuque, covering adaptations for face-to-face and online formats, unit-by-unit breakdowns, assessments, and student engagement outcomes.
Best Practices in Teaching About Earth Online
In 2017, InTeGrate brought together a group faculty who teach online or hybrid geoscience courses to share their expertise in Teaching about Earth Online. Over the course of the workshop, these participants constructed some best practices in teaching geoscience online and shared examples for their own experiences. Their advice for others teaching online falls into five categories.
Develop Communication and a Sense of Community Among ParticipantsMake Content Relevant to Students' LivesDevelop Activity Frameworks that Scale with Class SizeInclude Information Literacy and Critical Evaluation of SourcesEmploy Effective Management and Assessment StrategiesResources
Workshop participants had many suggestions of useful resources for managing engagement and interaction, finding online data, and helping students develop their geoscientific thinking skills.
