The Lifestyle Project at the University of Redlands part of Starting Point-Teaching Entry Level Geoscience:Experience-Based Environmental Projects
Chris Sinton, Ithaca College
This three-week project begins with a measurement of "baseline" consumptive behavior followed by two weeks of working to reduce the use of water, energy, high-impact foods, and other materials. The ...

Science in the Courtroom: The Woburn Toxic Trial part of Starting Point-Teaching Entry Level Geoscience:Role Playing:Examples
Rebecca Teed, Wright State University-Main Campus
In this exercise, hydrology students role-play expert witnesses in a mock trial dealing with contamination of groundwater. -

The Lifestyle Project at West Chester University of Pennsylvania part of Starting Point-Teaching Entry Level Geoscience:Experience-Based Environmental Projects
Tim Lutz, West Chester University of Pennsylvania
This five-week project asks students to examine the environmental outcomes of their lifestyle choices, to investigate and try out more sustainable choices, and to write about their experiences.

The Lifestyle Project at the University of North Dakota part of Starting Point-Teaching Entry Level Geoscience:Experience-Based Environmental Projects
I use the Lifestyle Project in my Introduction to Environmental Issues class. This 3-week project asks students to make changes to their everyday environmental habits. This helps students realize that they have control of their lives and they can make decisions and make changes if they want to. And, given this empowerment, students can think about their impacts on Earth and their obligations to the planet and our society.

Freshwater Ecology/Limnology part of Starting Point-Teaching Entry Level Geoscience:Service Learning:Examples
Course taught by Dave Potter, Unity College. Example compiled by Suzanne Savanick, Science Education Resource Center.
Students study aquatic organisms in relation to the environmental conditions of lakes and streams. The course develops substantial quantities of data concerning the local watershed. This data is used by community partners in many contexts.

Hydrology Service-Learning at UVM part of Starting Point-Teaching Entry Level Geoscience:Service Learning:Examples
Example compiled by Suzanne Savanick, SERC, based on courses taught by Prof. Paul Bierman , Geology Dept., University of Vermont.
At the University of Vermont, instructors used land use change, driven by development of the University of Vermont campus and recent student occupancy of surrounding neighborhoods in Burlington, Vermont, as an opportunity for service learning and for teaching fundamental hydrologic and geologic skills. Students from a Geomorphology class, Geohydrology class and student senior research projects all worked on the preoject. In each of these studies, students worked closely with City and University staff and presented results at local forums, professional national meeting, and on the World Wide Web. These service-learning projects have received positive feedback from the students, city officals, and community members.

Winter Geohydrology part of Starting Point-Teaching Entry Level Geoscience:Service Learning:Examples
Examples compiled by Suzanne Savanick, SERC based on course taught by Prof. Paul Bierman , Geology Dept., University of Vermont.
This geohydrology course is built around a winter pond study and a snowpack analysis of a skiing area. Both projects are ice- and snow-dependent projects for use in the Vermont winter.

Ideas for Resources: Geology Lab Manual part of Starting Point-Teaching Entry Level Geoscience:Role Playing:Examples
Rebecca Teed, Wright State University-Main Campus
This site offers an overview of role-playing activities and contains a partially-fleshed-out list of questions and situations dealing with water, minerals, and public policy. -

Marine Environmental Geology part of Starting Point-Teaching Entry Level Geoscience:Service Learning:Examples
Course taught by Prof. Ed Laine, Bowdoin College (edlaine@bowdoin.edu) and Cathryn Field, Lab Instructor (cfield@bowdoin.edu). Example compiled by Suzanne Savanick, Science Education Resource Center (ssavanic@carleton.edu).
This course is an introduction to the aspects of marine geology and oceanography that affect the environment and marine resources. Service-learning is an essential component of how students learn about the earth. We deliver part of the content of this course by arranging for students to solve a problem with a local community partner.

The Grand Canyon part of Starting Point-Teaching Entry Level Geoscience:Role Playing:Examples
Rebecca Teed, Wright State University-Main Campus
This interdisciplinary lesson plan deals with the consequences of damming in the Grand Canyon area. The students, role-playing as scientists, write a proposal to try experimental flooding. -