Sarah Hall

Earth Science

College of the Atlantic

Workshop Participant, Website Contributor

Website Content Contributions

Course Modules (2)

Unit 1: Slip-sliding away: case study landslides in Italy and Peru part of Surface Process Hazards
How have mass-wasting events affected communities, and what lessons have we learned from these natural disasters that might help us mitigate future hazards? In this unit, students answer these questions by being ...

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Unit 2: Reading the landscape part of Surface Process Hazards
How do geologic, hydrologic, biologic, and built-landscape features manifest themselves on maps? In this unit, students will use topographic maps, hillshade maps, and aerial imagery to learn to recognize a variety ...

GETSI Developed This material was developed and reviewed through the GETSI curricular materials development process.
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Activities (13)

Walker Lake Area Glacial Geomorphology part of E-STEM:Field Course:ESTEM-PD Activities
Students visit Walker Lake (Eastern Sierras) to identify and map glacial geomorphic features. From their field and remote observations of the landscape, they subsequently make interpretations about formation ...

Other Contributions (2)

E-STEM Field Course part of E-STEM:Field Course
Becca Walker, Mt San Antonio College Sarah R. Hall College of the Atlantic Calla Schmidt University of San Francisco Summary Students spend approximately 2 weeks in the Sierra Nevada working on applied projects in ...

Sarah Hall: Using Surface Process Hazards in Geology and Humanity at College of the Atlantic part of Surface Process Hazards
The course I taught is an introductory geoscience course called Geology and Humanity. There is quite a bit of emphasis on the environment, geohazards, and natural resources as this course is designed to both introduce students to principles of geology but also help them realize the connections between geology and human society. We meet twice a week, usually with one 1.5 hour lecture and one 1.5 hour activity period. Students also meet for ~1-1.5 hours per week outside of class to continue working on the activity with myself or a TA. While we did have a few labs involving rock ID and map reading, much of this course was text based. Students used a general introductory geology textbook, but also read multiple selections from scientific papers, news articles, and popular science literature.