Using Model-Based Reasoning and Experiential Learning to Understand and Improve Sustainability in a Campus Food System part of Integrate:Workshops and Webinars:Sustainability in a Campus Food System
The development of students' ability to address interdisciplinary problems and incorporate systems thinking are essential attributes of the materials developed through the InTeGrate project. This webinar describes experiential learning and work-learning strategies that can be used to complement approaches featured in several InTeGrate modules for incorporating sustainability into degree programs using a local institutional context. This webinar features the work by Geoff Habron who has used the model-based reasoning approach developed by the NSF-funded EMBeRS project to help students understand their assumptions about the campus food system and track the development of their shared understanding through a series of individual and group reflections and systems mapping exercises (model-based reasoning). The goal is for students to grasp the complexity, yet feasibility, of improving the sustainability of the food system with a focus on environmental responsibility and social justice. Geoff's work seeks to tackle the challenge of understanding, teaching, and employing learning processes that enable diverse disciplinary perspectives to be integrated into more comprehensive conceptual frameworks that enable more effective conduct of interdisciplinary and actionable socio-environmental science. The objectives of this webinar are: a) introduce the theory of model-based reasoning as an experiential learning tool to foster thinking across disciplinary boundaries; b) demonstrate the development of planning and implementation of partnerships with campus based food system units, and c) illustrate examples of student learning and proposed systems changes that emerged

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.

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.

Teaching about the Critical Zone and the Changing Biosphere part of Integrate:Workshops and Webinars:Teaching about the Critical Zone and the Changing Biosphere
Wednesday, November 30th 10:00 am PT | 11:00 am MT | 12:00 pm CT | 1:00 pm ET Presenters: Camille Holmgren (SUNY Buffalo State) and Tim White (Penn State University) This webinar is part of a series supporting ...

Teaching the Impacts of Human Carbon Emissions on the Atmosphere, Oceans, and Economy part of Integrate:Workshops and Webinars:Teaching the Impacts of Human Carbon Emissions on the Atmosphere, Oceans, and Economy
Next Webinar Biosphere and Critical Zone Wednesday, November 30th 10:00 am PT | 11:00 am MT | 12:00 pm CT | 1:00 pm ET Thursday, November 17th 10:00 am PT | 11:00 am MT | 12:00 pm CT | 1:00 pm ET Presenters: ...

Addressing Water Resources and Sustainability in Upper-level Undergraduate Courses part of Integrate:Workshops and Webinars:Addressing Water Resources and Sustainability in Upper-level Undergraduate Courses
Issues related to water resources and sustainability are topics that showcase the interactions between geoscience, engineering, policy, and society. Teaching about these topics helps students see the connections between geoscience and their daily lives. This webinar will highlight teaching strategies and examples ranging from in-class activities to capstone projects that help student consider water resources and sustainability using real data. GETSI editor, Beth Pratt-Sitaula will discuss the roles of InTeGrate and GETSI in developing geoscience materials that address societal issues. Bruce Douglas, a GETSI module author, will discuss the module, "Measuring Water Resources with GPS, Gravity, and Traditional Methods". Gigi Richard, an InTeGrate module author, will discuss the module, "Water Sustainability in Cities". 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 resources and sustainability.