Unit 3: Translating the Message part of Map your Hazards!
Brittany Brand, Boise State University; Pamela McMullin-Messier, Central Washington University; Melissa Schlegel, College of Western Idaho
Students will identify potential stakeholders and assess the importance of communication and interaction among these groups to make recommendations on how to define and develop prepared communities.

Unit 1: Hazards, vulnerability and risk part of Map your Hazards!
Brittany Brand, Boise State University; Pamela McMullin-Messier, Central Washington University; Melissa Schlegel, College of Western Idaho
Students will identify and apply credible geologic and social science data sets to identify local hazards and vulnerable groups and structures, and assess risk for their community.

Unit 1: Data Set Analysis part of Mapping the Environment with Sensory Perception
Kate Darby, Western Washington University; Lisa Phillips, Texas Tech University; Michael Phillips, Illinois Valley Community College
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 ...

Environmental Advocacy Project part of Curriculum for the Bioregion:Activities
Anita Harker, Whatcom Community College
This assignment requires that students research the historical context of an environmental issue within their own communities and apply different types of organizing/advocacy tactics for instigating social change.

Afghan Poppies, Climate Change and US Heroin: Thinking Systemically About Us and Them part of Curriculum for the Bioregion:Activities
Karen Litfin, University of Washington-Seattle Campus
This very simple contemplative exercise is rooted in my "Person/Planet Politics" approach, which invites students to into an experiential relationship with a global socioecological phenomenon: in this instance, Afghan poppy production. It can be adapted to a range of courses and a range of topics within those courses. The basic question is: "Who am I in relation to this?"

Using Reflection Activities in the Field to Deepen Student Learning part of Curriculum for the Bioregion:Activities
Holly Hughes, Edmonds Community College
This activity offers one of the reflection activities we developed in our learning community "Exploring Natural History in Word and Field." In this class, the students learn about natural history by reading natural history essays and participating in field trips. In this activity, we use reflection before and during a field trip to an Old Growth Forest to help our students clarify their own stance for a Position Paper on whether and under what conditions logging should be allowed in Old Growth Forests.

Courting Environmental Justice: Science, Community Knowledge and Public Health part of Curriculum for the Bioregion:Activities
Lin Nelson, The Evergreen State College
While this module was developed when we followed the federal criminal case around WR Grace and asbestos exposure in a small Montana mining town, it can be adapted for a range of learning experiences regarding environmental justice, argumentation, strategizing, remediation and sustainability.

Rebecca Boger: Using Food Security in Introduction to Urban Sustainability at CUNY Brooklyn College part of The Wicked Problem of Global Food Security
Rebecca Boger, Brooklyn College, CUNY
My course is an introduction to urban sustainability that integrates materials from environmental science, sociology and economics. As a relatively new course, I have been learning about what works or doesn't work each time I teach it. From the onset, the course was designed around two-week units pertaining to sustainability topics (e.g., water, transportation, housing). A few years ago, I took a Team Based Learning (TBL) workshop. While the course structure doesn't totally fit within the TBL design, I do apply many of the elements, such as having students work in teams throughout the semester, giving quizzes at the beginning of each unit so that students do the reading and come prepared to learn more deeply about a subject, and more application activities and fewer lectures. One of the course units is food and so the food security module was a perfect fit for the course, both in content and structure.

Social Change and the Climate Crisis: Toward a Sustainable Future part of Curriculum for the Bioregion:Activities
Mary Lou Finley, Antioch University
Students gain hands-on research experience and increase their understanding of the applicability of theories of social change and further information about climate change.

Wants Versus Needs part of Curriculum for the Bioregion:Activities
Madeline Lovell, Seattle University
"Wants Versus Needs" is a two-part assignment given to students to encourage reflection on the materialism/consumption inherent in today's American society. This activity is designed to bring home to students the personal impact of materialism and advertising in America today.