Interdisciplinary Teaching About Earth and the Environment for a Sustainable Future

1. Front Matter

   Pages i-xxiii

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2. Interdisciplinary Teaching About Earth for a Sustainable Future

   1. Front Matter

      Pages 1-1

      PDF

   2. Preparing Students to Address Societally Relevant Challenges in the Geosciences: The InTeGrate Approach

      • David C. Gosselin, Cathryn A. Manduca, Timothy Bralower, Anne E. Egger

      Pages 3-23

   3. The InTeGrate Materials Development Rubric: A Framework and Process for Developing Curricular Materials that Meet Ambitious Goals

      • David Steer, Ellen R. Iverson, Anne E. Egger, Kim A. Kastens, Cathryn A. Manduca, David McConnell

      Pages 25-43

   4. Facilitating the Development of Effective Interdisciplinary Curricular Materials

      • Anne E. Egger, Monica Z. Bruckner, Stuart J. Birnbaum, Lisa A. Gilbert

      Pages 45-68

   5. Supporting Implementation of Program-Level Changes to Increase Learning About Earth

      • Cailin Huyck Orr, John R. McDaris

      Pages 69-89

   6. Measuring Literacy, Attitudes, and Capacities to Solve Societal Problems

      • Ellen R. Iverson, David Steer, Lisa A. Gilbert, Kim A. Kastens, Kristin O’Connell, Cathryn A. Manduca

      Pages 91-119

3. Earth and Sustainability Across the Curriculum

   1. Front Matter

      Pages 121-121

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   2. Implementing and Assessing InTeGrate Critical Zone Science Materials in an Undergraduate Geoscience Program

      • Ashlee Dere, Carol Engelmann, Timothy White, Adam Wymore, Adam Hoffman, James Washburne et al.

      Pages 123-144

   3. Interdisciplinary and Topical in the Science Classroom: Regulating Carbon Emissions to Mitigate Climate Change

      • Sandra M. Penny, Robyn Smyth, Gautam Sethi, Eric Leibensperger, Curt Gervich, Pinar Batur

      Pages 145-158

   4. Tackling the Wicked Problem of Global Food Security: Engaging Undergraduates Through ArcGIS Online

      • Rebecca Boger, Russanne D. Low, Amy E. Potter

      Pages 159-177

   5. Using Ecosystem Services to Engage Students in Public Dialogue About Water Resources

      • Edward Barbanell, Meghann Jarchow, John Ritter

      Pages 179-196

   6. Teaching Societal Risk and Resilience Through Systems Analysis of Major Storms

      • Lisa A. Doner, Patricia Stapleton

      Pages 197-212

   7. “Map Your Hazards!”: Assessing Hazards, Vulnerability, and Risk Through an Active Learning-Based Educational Module

      • Brittany D. Brand, Melissa Schlegel, Pamela McMullin-Messier

      Pages 213-231

   8. Renewable Energy and Environmental Sustainability

      • Benjamin Cuker, Randy Chambers, Maurice Crawford

      Pages 233-254

4. Models for Change Within the Higher Education System

   1. Front Matter

      Pages 255-255

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   2. Implementing InTeGrate Materials in an Upper-Division Undergraduate Engineering Course

      • Diane I. Doser, Musa J. Hussein

      Pages 257-276

   3. Modified Use of InTeGrate Curriculum in the Sustainability General Education Program at California State University, Chico

      • Rachel Teasdale, Colleen Hatfield, Janine Stone, Philip W. Clements, Lee Altier, Don Hankins et al.

      Pages 277-296

   4. Use of InTeGrate Materials to Engage Instructors and Encourage Curriculum Change in the El Paso Higher Education Community

      • Diane I. Doser, Joshua I. Villalobos

      Pages 297-327

   5. Creating Opportunities to Teach and Engage with Undergraduates and Faculty at 2-Year Colleges and Minority Serving Institutions

      • Angelina Sanderson Bellamy, Guadalupe Carrillo, Tenea Watson Nelson

      Pages 329-359

Interdisciplinary Teaching about the Earth and Environment for a Sustainable Future presents the outcomes of the InTeGrate project, a community effort funded by the National Science Foundation to improve Earth literacy and build a workforce prepared to tackle environmental and resource issues. The InTeGrate community is built around the shared goal of supporting interdisciplinary learning about Earth across the undergraduate curriculum, focusing on the grand challenges facing society and the important role that the geosciences play in addressing these grand challenges. The chapters in this book explicitly illustrate the intimate relationship between geoscience and sustainability that is often opaque to students. The authors of these chapters are faculty members, administrators, program directors, and researchers from institutions across the country who have collectively envisioned, implemented, and evaluated effective change in their classrooms, programs, institutions, andbeyond. This book provides guidance to anyone interested in implementing change—on scales ranging from a single course to an entire program—by infusing sustainability across the curriculum, broadening access to Earth and environmental sciences, and assessing the impacts of those changes.

• Interdisciplinary environmental science
• Sustainability and Geoscience
• Geoscience educators
• Geoscience researchers
• Environmental Education Pedagogy
• Sustainability curriculum
• Environmental Education Research

“The book would be useful for others interested in interdisciplinary geoscience course development and assessment. The InTeGrate website can be utilized any instructor interested in using any of the Integrate courses, modules, and assessment materials.” (Richard Smardon, Journal of Environmental Studies and Sciences, Vol. 9, 2019)

• Environmental Studies and School of Natural Resources, University of Nebraska-Lincoln, Lincoln, USA

  David C. Gosselin

• Geological Sciences and Science Education, Central Washington University, Ellensburg, USA

  Anne E. Egger

• Incorporated Research Institutions for Seismology, Washington, DC, USA

  J. John Taber

Policies and ethics