Rethinking Sustainability Through the Humanities: Multi-Sensory Experience and Environmental Encounter Beyond the Classroom part of Curriculum for the Bioregion:Activities
Jennifer Atkinson, University of Washington-Bothell Campus
This assignment pairs studies in environmental humanities with outdoor activity. Students complete a "field excursion" (gardening, hiking, environmental restoration) and reflect on sensory experiences involved in that activity to critique rationalist traditions/Cartesian legacies in their education more broadly.

Justice, Power, and Activism: What the Goldman Environmental Prize Winners Teach Us About Resilience and Democracy part of Curriculum for the Bioregion:Activities
Jason Lambacher, University of Washington-Tacoma Campus
This activity is a set of student-centered exercises that enable students to learn about the individual stories of Goldman environmental prize winners, the activism and organizing that grounds their work, and the underlying political and social contexts from which their struggles emerge. The lesson inspires critical reflection about justice, power, and democracy in green politics, and encourages ways to make personal connections to activism and environmental work.

Scientific Debate and the Nature of Certainty part of Integrate:Program Design:InTeGrate Program Models:Gustavus Adolphus:Teaching Activities
Laura Triplett, Gustavus Adolphus College
Students discuss and learn about the nature of scientific knowledge in the context of scientific and non-scientific debates about climate change. This 50-minute module can be taught in a small- to very large-size introductory religion, philosophy or ethics class.

Unit 1: Earthquake! part of GPS, Strain, and Earthquakes
Vince Cronin, Baylor University (Vince_Cronin@baylor.edu) Phil Resor, Wesleyan University (presor@wesleyan.edu)
In this opening unit, students develop the societal context for understanding earthquake hazards using as a case study the 2011 Tohoku, Japan, earthquake. It starts with a short homework "scavenger hunt" ...

Unit 1: Introduction to Environmental Justice part of Environmental Justice and Freshwater Resources - Spanish
Ruth Hoff, Wittenberg University
In this unit, students investigate the history of the environmental justice (EJ) movement in the United States, situating it within the context of the US civil rights and environmental movements. Students also make ...

Unit 4: The Water Wars of Cochabamba, Bolivia part of Environmental Justice and Freshwater Resources - Spanish
Ruth Hoff, Wittenberg University
In this unit, students explore water privatization and freshwater access issues within the geophysical and cultural context of Cochabamba, Bolivia. Students identify topographical features that create rain shadows ...

Blogging about Nature and Politics: A Weekly Journal Activity for Building Resilient and Active Students part of Curriculum for the Bioregion:Activities
David Spataro, Bellevue Community College

Afghan Poppies, Climate Change and War: Thinking Systemically About Us and Them part of Curriculum for the Bioregion:Activities
Karen Litfin, University of Washington-Seattle Campus
This contemplative practice inquires into the complex web of interdependencies linking global climate change, the War on Terror, Afghan poppy production, opiate addiction, and food security through the lens of systems theory. The exercise challenges students to consider these linkages not only conceptually but also somatically and emotionally.

A Game-Based Social Resilience Workshop: Thinking about Communal Response to Change part of Curriculum for the Bioregion:Activities
Joli Sandoz, The Evergreen State College
Social resilience is the capacity of a social entity to learn and adapt to sudden or gradual change, while continuing to fulfill the entity's purpose or function. This integrative and experiential workshop prompts students to apply previous learning about social resilience, social equity, social dilemma, and governance by experiencing several ways to approach a collective action problem in equitable resource distribution and management. The collective problem is modeled in the form of a card game that requires players to manage 12 plots of commonly-held crop and forest land under various conditions.

Group Dialogue – Promise and Peril of the Past and the Future part of Curriculum for the Bioregion:Activities
Abigail Lynam, Fielding Graduate University
This 1 to 1.5 hour group dialogue offers an exploration of the different ways we respond to learning about climate change. It guides reflection on students' thoughts and feelings (hope and despair), how they view the current moment, the past and the future with regard to human/nature relationships and how to create positive lasting change.