Environmental Advocacy Project part of Curriculum for the Bioregion:Activities
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.

Systems Thinking and Civic Engagement for Climate Justice in General Chemistry: CO2 and PM 2.5 Pollution from Coal Combustion part of Curriculum for the Bioregion:Activities
Students apply chemistry to a climate justice case study using a systems thinking perspective in class and discuss the connections between chemistry and climate justice in a conversation with a community outside of the classroom for civic engagement. The instructor offers formative feedback during class time and in response to discussion posts. Feedback is meant to build understanding and application of concepts important to learning chemistry within a systems thinking context and using civic engagement to communicate how chemistry relates to climate justice.

Afghan Poppies, Climate Change and US Heroin: Thinking Systemically About Us and Them part of Curriculum for the Bioregion:Activities
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?"

Martha Richmond: Using Lead in the Environment in Government 438: Environmental Policy and Politics at Suffolk University part of Lead in the Environment
"Lead in the Environment" was a 3 week module used to introduce the larger topic of Environmental Policy and Politics. It was very successful in first showing students how and why environmental lead is today considered a "wicked" problem—a geologic issue that has impacts on environmental health, environmental justice, and challenges for environmental regulation and policy. Before looking at environmental lead, students often do not understand the scope and implications of present-day problems. Many students told me that they were surprised and saddened to learn about difficulties still encountered because of environmental lead.

Building Resiliency through Food Security: Long-Term Community Partnerships part of Curriculum for the Bioregion:Activities
Partnering with a food bank garden over time demonstrates ways long-term community partnerships can benefit both students and organizations in the community

Society and Policy Making part of Coastal Processes, Hazards and Society
Authors: Brent Yarnal, David Retchless, Nathan Frey, Li-San Hung, Pennsylvania State University Summary and Overview In this section: Module 10: Vulnerability to Coastal Hazards Module 11: Tsunami and Storm Surge ...

Human Rights and the Environment part of Curriculum for the Bioregion:Activities
Selecting one environmental situation students will learn about some basic human rights norms and then analyze that environmental situation in terms of those human rights norms.

The Geo-Politics of Dr. Wangari Maathai's Greenbelt Movement part of Integrate:Workshops and Webinars:Pan-African Approaches to Teaching Geoscience:Activities
Students view the documentary "Taking Root: the Vision of Wangari Maathai." They also are required to read Dr. Maathai's "The Greenbelt Movement: Sharing the Approach and Experience." The ...

Risk Assessment and Regulation in Christchurch, New Zealand part of Integrate:Workshops and Webinars:Teaching about Risk and Resilience:Activities
This activity encourages students to apply public policy and risk regulation concepts to the case of the Canterbury Earthquakes in New Zealand. Students review government websites, media reports, and first-person-narratives, analyze and evaluate policy responses, and consider alternate policy solutions.

Problem-Solving: Where to Put the Poop part of Curriculum for the Bioregion:Activities