Regulating Carbon Emissions part of Regulating Carbon Emissions
In this 3+ week module, students will experience the integration of climate science, economics, and law in the formulation of federal policy to address climate change. The module is interdisciplinary and ...

Unit 5: Abating Carbon Emissions part of Regulating Carbon Emissions
Students evaluate the EPA's Clean Power Plan in the context of Common but Differentiated Responsibility. This unit also introduces students to the idea that there are costs and benefits associated with the ...

Unit 6: Carbon Emissions Game part of Regulating Carbon Emissions
In this unit, students play a game, a variation on the "Pollution Game" (Corrigan 2011), to develop an appreciation of the pros and cons of the commonly discussed policy options for carbon abatement ...

Unit 7: Climate Change from the Socio-Environmental Systems Perspective part of Regulating Carbon Emissions
This unit summarizes and synthesizes the previous six units by inviting students to reflect on their experiences throughout the module, identify key learning moments and consider how these events influenced their ...

Using the Mississippi River Watershed Module in Introduction to Environmental Economics part of BASICS:Teaching Materials:The Wicked Problem of Water Quality in the Mississippi River Watershed:Instructor Stories
This course offers an overview of economic analyses of environmental issues like pollution and resource management for non-majors. Students will receive an introduction to marginal thinking, market-based solutions, valuation techniques, and government intervention, with a focus on current issues and applying economics in an interdisciplinary manner to other environmental fields.

Rebecca Boger: Using Food Security in Introduction to Urban Sustainability at CUNY Brooklyn College part of The Wicked Problem of Global Food Security
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.

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

One day it is too hot and other days it is too cold. Do we need to replace the HVAC system? part of SISL:2012 Sustainability in Math Workshop:Activities
This project will allow students to create a mathematical model to help in making decision about replacing HVAC units on a large scale.

Energy Consumption Rates across the USA and the World part of Teaching Methods:Teaching with Google Earth:Examples
A investigation of differences in rates and categories of energy use between countries and US states

Common Resource Experiment: Simulating Tragedy of the Commons in a Classroom part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
An in-class activity intended to introduce students to the Tragedy of the Commons, its causes and potential solutions.