Unit 4: Case Study Analysis part of Mapping the Environment with Sensory Perception
Lisa Phillips, Texas Tech University; Kate Darby, Western Washington University; Michael Phillips, Illinois Valley Community College
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 5: Sensory Map Development part of Mapping the Environment with Sensory Perception
Kate Darby, Western Washington University; Michael Phillips, Illinois Valley Community College; Lisa Phillips, Texas Tech University
In this unit, student groups will use sensory data (scents and/or sounds) collected in the field to create maps of the sensory environment and relate their findings to larger environmental problems identified in ...

Unit 3: Food Systems In Action part of Food as the Foundation for Healthy Communities
Richard D. Schulterbrandt Gragg III, Florida Agricultural and Mechanical University; John Warford, Florida Agricultural and Mechanical University; Cynthia Hewitt, Morehouse College; Akin Akinyemi, Florida State University; Cheryl Young, Heritage University; Bakari McClendon, Florida Agricultural and Mechanical University
In the capstone, Unit 3, students are provided a real-world example of local community action to address the challenge of "healthy food access." The 2015 Leon County (Florida) Sustainable Communities ...

Unit 5: Hazardous Waste and Love Canal part of Environmental Justice and Freshwater Resources
Jill Schneiderman, Vassar College; Meg Stewart, American Geophysical Union
Students explore the classic case of Love Canal, New York, in which Lois Gibbs—originally described as a "hysterical housewife"—mobilized her community and called attention to the contamination of ...

Unit 4: Women and Water part of Environmental Justice and Freshwater Resources
Jill Schneiderman, Vassar College; Meg Stewart, American Geophysical Union
Students explore water quality and freshwater access issues around the globe. The activities require students to investigate region-specific water problems in different parts of the world and analyze how those ...

Unit 3: Managing the Risks of Lead Exposure part of Lead in the Environment
Katrina Korfmacher (University of Rochester), Richard Gragg (Florida A&M), Martha Richmond (Suffolk University), and Caryl Waggett (Allegheny College)
In the past two units, students considered the strengths and limitations of scientific tools to identify exposure pathways and demographic patterns of lead poisoning. In Unit 3, students evaluate domestic ...

Unit 2: The Lead Problem Still Exists: Challenges and Gaps in Understanding Exposure part of Lead in the Environment
Katrina Korfmacher (University of Rochester), Richard Gragg (Florida A&M), Martha Richmond (Suffolk University), and Caryl Waggett (Allegheny College)
In Unit 2, students examine the distribution of lead poisoning as it varies spatially and temporally. Students also have the opportunity to explore the sources of lead exposure and the implications of social ...

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.

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.