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Earth in Context: Strategies and resources for integrating Earth literacy and societal issues across the curriculum

Date and Time: 
March 9, 2018 - 1:30pm to 5:00pm

Admission is free.  Registration is required.

Hartley Conference Room, Mitchell Earth Sciences Bldg
Contact Email:
Event Sponsor: 
School of Earth, Energy & Environmental Sciences

This event is open to grad students, postdocs, and faculty.

Anne E. Egger, Associate Professor, Central Washington University

How do we prepare students for a future—and a present—where they will confront climate change, water availability issues, resource depletion, and other sustainability concerns that will require a robust understanding of the intersection between the Earth and society? One key strategy is to incorporate these issues into teaching at all levels and for all students. InTeGrate has developed a set of community-built modules that directly address Earth-related grand challenges through the use of engaging, data-rich activities that incorporate interdisciplinary problem solving, and support instructors in the use of evidence-based teaching practices. These materials have been developed and tested by faculty at a variety of types of institutions and come with built-in assessments and resources for both instructors and students. Topics range from environmental justice and freshwater resources to climate change, soils and agriculture, coastal communities, mineral resources, sustainable land use, and natural hazards. In this workshop, we will explore the InTeGrate materials, discuss the underlying design rubric and supporting materials, and work together to test and adapt the materials to different settings.

Please plan on bringing your laptop or tablet.

Workshop Program
1:30—1:45 Icebreaker
1:45—2:15 Introduction to InTeGrate
2:15—3:00 Explore the InTeGrate materials
3:00—3:15 Report out
3:15—3:30 Break
3:30—4:15 Micro-activity and meta-analysis
4:15—4:45 Targeted exploration of a single activity
4:45—5:00 Report out and evaluation

 Contact: Audrey Yau

See related talk: "How well do introductory geoscience courses prepare future teachers—and why should we care?"