Unit 2: Community-Based Participatory Solutions
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
The introduction and examination of the food, energy, and water connection—as a system in Unit 1—established the dictates of human dependency on and human modification of the environment. We continue a logical ...

Unit 3: Culmination of Module in Town Hall Meeting
Patricia Stapleton, Worcester Polytechnic Institute; Lorraine Motola, Metropolitan College of New York; Lisa Doner, Plymouth State University
Over the course of one week, students will apply and evaluate concepts in the context of their local community, culminating in the formulation and evaluation of Hazard Mitigation Plan recommendations presented in ...

Unit 2: Application of Concepts to Case Studies
Patricia Stapleton, Worcester Polytechnic Institute; Lisa Doner, Plymouth State University; Lorraine Motola, Metropolitan College of New York
In Unit 2, students apply and evaluate foundational concepts about storm hazards and risk in the context of two cases studies: Superstorm Sandy (2012) and the Storm of the Century (1993). Through different ...

Major Storms and Community Resilience
Patricia Stapleton, Worcester Polytechnic Institute; Lorraine Motola, Metropolitan College of New York; Lisa Doner, Plymouth State University; John Taber, EarthScope Consortium
Extreme storms have major impacts on the communities that lie in their path. Many climate models predict increased frequency of heavy rains and icing events, freak storms, and severe weather within the continental ...

Unit 7. Low Impact Development and Green Infrastructure
Steven Burian, University of Utah; Manoj Jha, North Carolina A & T State University; Gigi Richard, Fort Lewis College; Marshall Shepherd, University of Georgia
Unit 7 continues the use of the CME Building Case Study to explore water sustainability in the context of a building. The activity is extended to the catchment level, and a new tool for catchment level storm water ...

Part 2: Field work planning & investigation
Kate Darby, Western Washington University; Michael Phillips, Illinois Valley Community College; Lisa Phillips, Texas Tech University
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 ...

Unit 5: Sensory Map Development
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 ...

Mapping the Environment with Sensory Perception
Kate Darby, Western Washington University; Lisa Phillips, Texas Tech University; Michael Phillips, Illinois Valley Community College; Anne Egger, Central Washington University
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 ...

Unit 3: Soil Investigation and Classification
Jennifer Dechaine, Central Washington University; Kathryn Baldwin, Eastern Washington University; Rodger Hauge, American Geophysical Union; Gary Varrella, Washington State University-Spokane
In this unit, students work in small groups to collect and record data about soils using various soil testing and classification methods at a series of stations. The methods they use are relevant to the societal ...

Unit 1: Introduction to Soils and Society
Kathryn Baldwin, Eastern Washington University; Jennifer Dechaine, Central Washington University; Rodger Hauge, American Geophysical Union; Gary Varrella, Washington State University-Spokane
In this unit, students engage in a scaffolded class discussion designed to encourage students to move from a broad focus on science relevancy to locally important societal issues relevant to soils. They then relate ...