Culture and Climate Change part of Curriculum for the Bioregion:Activities

Assessing the Impact of InTeGrate Materials in Introductory Environmental Science and Botany Courses part of Integrate:Workshops and Webinars:Assessing the Impact of InTeGrate Materials in Introductory Environmental Science and Botany Courses
Using InTeGrate modules in an Introduction to Environmental Science course since the Spring of 2016 has resulted in measurable gains in student achievement in objectives related to soils, agriculture, mining, climate change, among other topics. Utilizing the QUBES InTeGrate Faculty Mentoring Network (FMN) in Spring 2016 was invaluable for guidance with modifying and launching the initial modules used in the course: 'A Growing Concern' and 'Soils, Systems, and Society.' Additional modules were added in the Fall of 2016 to strengthen the course and implementations of previous modules were improved. Recent experiences as a co-mentor for QUBES InTeGrate FMN in Spring 2017, has led to new depths of reflection, additional modules utilized, and new courses employed. Student feedback and results of assessments will be shared as part of the session.

Seismic Design Competition part of Teaching Activities
This project is a modified version of the Earthquake Engineering Research Institute Student Leadership Council's Seismic Design Competition. This project has teams of students work to research, plan, build and ...

Integrating Hazards and Societal Impact into Your Course part of Integrate:Workshops and Webinars:Integrating Hazards and Societal Impact into Your Course
Hazards and societal impact are vital topics for teaching about the Earth. These issues are commonly touched on in introductory courses, but they are not investigated deeply. If students are given more time and structured examples to explore issues, they can develop a greater sense of the importance of societal impacts. The Map Your Hazards! Assessing Vulnerability, Hazards, and Risk module provides material to delve further into societal impact. Brittany Brand, Map Your Hazards module co-author, will provide an overview of the module and learning objectives for each unit. She will highlight student examples of vulnerability and risk maps and share common places students struggle with the module. Finally, she will discuss how the module has been modified for different courses and discuss how it could fit into the curriculum. Myla Jeffries, the Community Outreach Specialist for Ada County Emergency Management will discuss her experience consulting and collaborating with geoscience faculty and students. The webinar will include 30 minutes of presentations and 25 minutes of discussion. Participants are encouraged to both ask questions of the presenters and discuss their own experiences regarding incorporating hazards and societal impact into their course.

Fostering Systems Thinking in Your Students part of Integrate:Workshops and Webinars:Fostering Systems Thinking in Your Students
Systems thinking can help students analyze complex systems and it is well-suited to teaching about Earth in a societal context. Systems thinking is prevalent across the curriculum, especially with regard to sustainability issues. Lisa Gilbert, Systems Thinking module co-author, will introduce systems thinking, provide an approach to building students' systems thinking skills, and showcase a systems thinking example that can be used in any course. Karl Kreutz, Systems Thinking module co-author, will discuss systems modeling and feedback systems. In addition, he will provide an example of a feedback system using Arctic sea ice. The webinar will include 30 minutes of presentations and 25 minutes of discussion. Participants are encouraged to both ask questions of the presenters and discuss their own experiences regarding systems thinking for their discipline or context.

Adapting InTeGrate Modules for Biology Courses and Online Courses part of Integrate:Workshops and Webinars:Adapting InTeGrate Modules for Biology Courses and Online Courses
InTeGrate Implementation Programs piloted InTeGrate teaching modules in a variety of disciplines and contexts to infuse teaching about Earth in a societal context, sustainability concepts, and active learning strategies throughout the curriculum. Faculty from the implementation programs commonly adapted the modules to their discipline and course. Amber Burgett, part of Wittenberg University's InTeGrate Implementation Program, will discuss adapting InTeGrate modules for a general education, non-majors Biology course and for an upper-level freshwater Ecology course to strengthen active learning opportunities in these courses. Sabrina Walthall, part of Mercer University's Implementation Program, will discuss adapting an InTeGrate module to an online, general education science course for adult learners. She will also present a template to help other faculty incorporate adapted InTeGrate materials into their courses. The webinar will include 30 minutes of presentations and 25 minutes of discussion. Participants are encouraged to both ask questions of the presenters and discuss their own experiences regarding adapting InTeGrate modules for their discipline or context.

Sustainability Across the Curriculum part of Integrate:Workshops and Webinars:Sustainability Across the Curriculum
Sustainability is emerging as a central theme for teaching about the environment, whether it is from the perspective of science, economics, politics, or society. Teaching about sustainability creates an opportunity to connect classroom material to society. Camelia Kantor, Claflin University's InTeGrate Implementation Program leader, will discuss the importance of Earth Science content and awareness and how integrated and problem-based learning environments help contextualize the need for sustainability. Rachel Teasdale, CSU–Chico's Implementation Program leader, will discuss the Sustainability Pathway general education program and how data-rich and societally relevant teaching activities can be used in STEM and non-STEM courses. The webinar will include 30 minutes of presentations and 25 minutes of discussion. Participants are encouraged to both ask questions of the presenters and discuss their own experiences regarding sustainability across the curriculum.

Water and Food Sustainability part of Integrate:Workshops and Webinars:Water and Food Sustainability
Water and food are critical to human life, but the quality and supply of these substances is not consistent throughout the world. Guiding students through activities that focus on agriculture, water resources, river systems and food access can help them see where their lives intersect local or national/global issues of water and food sustainability. This webinar will highlight teaching strategies and examples using data-driven teaching activities and place-based learning to help students analyze data and give them relevant issues to anchor their knowledge. Chris Sinton, InTeGrate module co-author, will discuss examples of how to get students to work with large datasets and consider regional issues related to crop and irrigation patterns from the "Water, Agriculture, and Sustainability" module. Cynthia Hewitt, co-author of the "Food as the Foundation of Healthy Communities" module will focus on food access as a starting point to build interdisciplinary awareness of the nexus of food with energy and water systems in sustainable communities. She will also discuss innovative collective learning to introduce systems thinking at the intersection of social science and science-based inquiry. Mark Sweeney, co-leader of the University of South Dakota Implementation program "Sustainable Rivers", will share how place-based learning related to river processes can be infused across the liberal arts curriculum. The webinar will include 30 minutes of presentations and 25 minutes of discussion. Participants are encouraged to both ask questions of the presenters and discuss their own experiences regarding water and food sustainability.

Instruments and Surveys Collection part of NAGT:Our Work:Geoscience Education Research:GER Toolbox:Instruments and Surveys
Research in geoscience education depends on quality data collection. There are many existing instruments and surveys that have been developed and used in geoscience education or other discipline-based education ...

The Strength of Evidence Pyramid part of NAGT:Our Work:Geoscience Education Research:GER Toolbox:GER Starting Point
One Approach for Characterizing the Strength of Evidence of Geoscience Education Research (GER) Community Claims Kristen St. John, James Madison University (stjohnke@jmu.edu) and Karen McNeal, Auburn University ...