Future of Food part of Future of Food
The Future of Food is an introductory-level science course that emphasizes the challenges facing food systems in the 21st century, including issues of sustainability, resilience, and adaptive capacity, and the ...

Water: Science and Society part of Water Science and Society
Water: Science and Society is a 10-module (12-week) general education course focused on the interrelationships between water and human activities from a science and policy standpoint. The course blends key readings ...

Coastal Processes, Hazards and Society part of Coastal Processes, Hazards and Society
This blended and online course will provide students with a global perspective of coastal landscapes, the processes responsible for their formation, diversity, and change over time, as well as societal responses to ...

Introduction to Mineralogy part of Courses
This is a hybrid-traditional course, involving face to face laboratory sessions, asynchronous online work, and synchronous online instruction/activities.

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.

Heather Karsten: Using "The Future of Food" in 2016 part of Future of Food
This is a new introductory course on agriculture and food systems, the challenges and some potential strategies for sustainability. I co-taught the course with Steven Vanek and I was the instructor for three modules. This was my first experience teaching a "flipped class". Students were responsible for reading online, taking a weekly quiz online and submitting a formative assignment online before the class meeting. This format allowed us to review their quizzes and assessments and discuss material students had difficulty with, introduce themes of the second part of the module and the summative assessment, and for students to apply their understanding towards analyzing and interpreting data in a summative assignment.

Eric Small: Using Measuring Water Resources with GPS, Gravity, and Traditional Methods in Geology 2001: Planet Earth at UNAVCO part of Measuring Water Resources
The module was used to provide students with real world examples of how geodetic data can be used to quantify water stored in different components of the terrestrial water cycle. They learn the challenges and methods of measuring different aspects of the water cycle and gain better understanding the very real societal hurdles to providing sufficient water for agriculture and communities - especially during droughts. By working with both traditional and geodetic methods for measuring the water system, they gain experience with methods over a range of time and space scales.

Sandra Penny: Using Regulating Carbon Emissions in Energy and the Environment (SCI-105) at Bard College part of Regulating Carbon Emissions
We spent 4 weeks on this module at the conclusion of a 14-week semester in an introductory course called "Energy and the Environment." Inclusion of this module is my first attempt to reform the course into a more activity-based environment that recognizes that global warming is a topic of special importance to the students. The real strength of this unit is that it brings in economics and politics to the discussion of climate change. About half of my students were business and public policy majors, and they welcomed the opportunity to make connections between a topic about which they are deeply concerned – global warming – and the topics that they have already chosen for their major field of study.

Pinar Batur: Using Regulating Carbon Emissions in Killing Fog: Coal, Energy and Pollution at Vassar College part of Regulating Carbon Emissions
The course that I taught, 281-Killing Fog: Coal, Energy and Pollution, is a half-credit course, cross-listed between Environmental Studies, International Studies and Sociology. Open to all students, it was attended by 30-37 students, some 16 of them formally registered for a grade and others for pass-fail, or auditing. I organized he course into two sessions per week: two-hour Monday lectures were complemented by one-hour discussion or project sessions on Friday. Some of the Friday sessions were designed for one-on-one consultation with me as an advisor on the students' research. As a multidisciplinary course, the focus was to connect scientific knowledge to public policy making, to explore the boundaries of civic responsibility, and the communication of risk.

Robert Turner: Using the Water, Agriculture, and Sustainability Module in Water and Sustainability at University of Washington-Bothell Campus part of Water, Agriculture, Sustainability
Engaging Students in the Unsustainability of Water Use The generation and inclusion of the InTeGrate Module (Water, Agriculture, and Sustainability) in my Water and Sustainability course is another big step in its gradual evolution. It started as hydrology light, which was unsatisfactory for everyone involved. Over time the sustainability aspects of the course grew to the extent that it squeezed out the water focus. This prompted me to take the bulk of what the course had become and generate a new course (Principles and Controversies of Sustainability) so I could pivot back to water challenges and opportunities in this course.