Michael Phillips

Unit 4: Case Study Analysis part of Mapping the Environment with Sensory Perception
In this unit, student groups will evaluate different environmental case studies to critically investigate qualitative and quantitative data analysis, collection, and inquiry. Students will begin to consider ...

Unit 2: Sensory Log & Holistic Reflection part of Mapping the Environment with Sensory Perception
In this unit, students will keep a log of immediate, personal sensory experiences by pausing once each hour over a period of ten hours and recording the sights, sounds, smells, tastes, and tactile experiences they ...

Unit 3: Sensory Data Collection part of Mapping the Environment with Sensory Perception
In this unit, students will develop protocols for the collection of sensory data (scents and/or sounds), plan and execute the field collection of sensory data using developed protocols, analyze collected data, and ...

Unit 1: Data Set Analysis part of Mapping the Environment with Sensory Perception
In this unit, students will be introduced to different data types used in the geosciences and other disciplines to understand environmental problems. The instructor will discuss the difference between qualitative ...

Mapping the Environment with Sensory Perception part of Mapping the Environment with Sensory Perception
This module connects students' personal sensory experiences to environmental data collected and analyzed by geoscientists, cultural impacts documented by social scientists, and the communication of ...

Part 1: Sensory data collection protocol development part of Mapping the Environment with Sensory Perception
In Part 1 of this unit, students will develop protocols for the collection of sensory data to address a guiding question. The data collected will consist of scents or sounds. The advantage of using sensory data is ...

Part 2: Field work planning & investigation part of Mapping the Environment with Sensory Perception
In Part 2 of this unit, student groups will plan and execute the field collection of sensory data (scents and/or sounds) using previously developed data collection protocols. The advantage of using sensory data is ...

Identifying Plate Boundaries, an Inquiry Lab part of Guided Inquiry Introductory Geology Labs:Activities
Average inquiry level: Guided inquiry Students working in groups will examine and discuss earthquakes, volcanoes, topography, faults, and seafloor ages and use those features to identify the boundaries of tectonic ...

Does A River Have Rights? part of GeoEthics:Activities
Michael Phillips, Illinois Valley Community College Summary Individual students have different ethical "lines." This class discussion proceeds with a series of prompts that presents a set of scenarios ...

Natural Hazards Term Project part of Environmental Geology:Activities
Students apply the concepts learned in the class by preparing two (2) term projects discussing two natural hazards and how they impact the area where the student lives (or an area the student might like to live in).

Environmental Geology of the Area where you Live part of Introductory Courses:Activities
Students research and report on the environmental geology (resources and hazards) of the area around their home. The project helps develop students' abilities to apply what they have learned.

Expedition to the PreCambrian part of Early Earth:Activities
A group exercise that investigates geological, atmospheric, hydrologic, and biological conditions during the Hadean, Archean, and Proterozoic. Students will plan a trip to a certain time period within the ...

Election Project part of Public Policy:Activities
Students research and report on candidates positions on issues relevant to the course. Students get to apply what they have covered in class to real events relevant to their current and future lives.

Locating self on a map or aerial image part of Pedagogy in Action:Library:Spatial Reasoning with GeoClick Questions:Examples
Students are shown a map or aerial image of a familiar area and asked to click on their location or on a feature with which they would be familiar.

Drawing Contour Lines part of Pedagogy in Action:Library:Spatial Reasoning with GeoClick Questions:Examples

Where is that feature on a map? part of Pedagogy in Action:Library:Spatial Reasoning with GeoClick Questions:Examples
To help ensure students understand where the features mentioned in class are located, students are shown a map or aerial image of a location that will be discussed and asked to click on the location. The results are displayed with points or as a heat map at the front of the class and then discussed.

Energy Policy part of Public Policy:Activities
Students research and make recommendations regarding the petroleum energy policy of the U.S. with respect to other countries.

Flooding in Ottawa, IL part of Integrate:Workshops and Webinars:Teaching about Risk and Resilience:Real-World Examples
Michael Phillips, Natural Sciences & Business, Illinois Valley Community College Summary Ottawa, Illinois, was incorporated in 1853 at the confluence the Illinois River and the Fox River and along the Illinois ...

Geoscience Projects That Bring the Community into the Classroom part of SAGE 2YC:Workshops:Supporting Student Success in Geoscience at Two-year Colleges:Essays
I began my professional career working full-time as an environmental geologist outside of academia. I began teaching evening classes at a community college because I wanted to show students that geology was not just as an interesting look into how the earth operates but how the study of the earth directly impacts their lives. To that end, I have used my consulting experiences to shape my assignments, my instruction, and my community outreach.

Incorporating Environmental Justice as Part of a Holistic Approach to Environmental Science Courses part of Integrate:Workshops and Webinars:Teaching Environmental Justice: Interdisciplinary Approaches:Essays
This essay page from the InTeGrate project details a community college educator's approach to integrating environmental justice into environmental science and geology courses by combining scientific analysis with ethics, economics, and politics to foster holistic, critical understanding of environmental issues impacting marginalized communities.

Exploring Applications of Indigenuity: Incorporating Indigenous perspectives in the geoscience classroom part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2018:Program:Afternoon Workshops
The scale and complexity of examining human interactions with the Earth requires systems thinking. In this session, we will explore the ways in which the rich worldview traditions based on holistic or complex ...

It Pays to be Involved in Your Community part of NAGT:Our Resources:NAGT Blogs:Serving Our Communities:Blog Posts
A blog post on the NAGT website advocating for geoscientists' active community engagement, emphasizing its role in building trust, influencing policy, enhancing science communication, and fostering relationships through education, civic participation, and service to preempt controversies and strengthen local decision-making.

Undergraduate Research in Geoscience at Illinois Valley Community College part of SAGE 2YC:Engage 2YC Students in Research:Profiles
Information for this profile was provided by Michael Phillips, Natural Sciences & Business. Departmental/Institutional Context I teach at a medium-size (appx 4000 fte students and 80 full-time faculty) ...

Physical Geology at Illinois Valley Community College part of Math You Need:Implementations
This is an implementation case study page detailing how a physical geology course at a two-year college integrated "The Math You Need" (TMYN) modules to address student difficulties with quantitative skills, covering challenges, instructional strategies, assessment results, and reflections on student engagement with math support resources.

Connecting Students to the World they Live In part of Rendezvous 2015:Program:Mini Workshops:Connecting Students to the World they Live in
Courses in earth sciences have an inherent connection to the world in which our students live. In this session, we will begin with a discussion of pedagogies that engage the students and use faculty experiences to ...