Incorporating InTeGrate Materials into your Course and Syllabus November 30, 2017 Hannah Scherer, Virginia Tech

Webinar Goals Facilitate planning for incorporating InTeGrate modules into your course Share resources for further exploration Answer questions!

Guiding principles Address one or more geoscience-related grand challenges facing society Develop student ability to address interdisciplinary problems Improve student understanding of the nature and methods of geoscience and developing geoscientific habits of mind Make use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry Develop students’ ability and propensity to use systems thinking  geoscientific thinking skills

If you could choose one thing… NAGT-TWP Course Design Workshop 23 October 2015 If you could choose one thing… What would you want students to remember from your course in (5, 10, 20) years? How do we design courses that facilitate this process?

NAGT-TWP Course Design Workshop 23 October 2015 Course Design List Course Topics Design Instruction Design Exams/Papers “Traditional” = instructor-centered Typical syllabus Week 1: Chapter 1 Week 2: Chapter 2 … Typically graded based on 1-2 midterms Final Wiggins and McTighe (1998)

NAGT-TWP Course Design Workshop 23 October 2015 Course Design Identify outcomes: what you want students to know and be able to do Figure out how you will know that they know Design activities that help them succeed “Backward” = learner-centered Typical syllabus Learning goals Organization of course … Typically graded based on Weekly assignments Projects Wiggins and McTighe (1998)

Backward Design Identify desired results  learning goals/outcomes Enduring understandings: that one thing… Course-level outcomes: aspirational and substantial Unit-level outcomes: achievable and measurable Goals should “bundle up” Determine acceptable evidence  assessment Consider a wide range of assessments Match assessments to learning outcomes Plan learning experiences Use instructional strategies that foster engagement Design activities that give students practice

NAGT-TWP Course Design Workshop 23 October 2015 Backward Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction Wiggins and McTighe (1998)

Participant poll In the chat box, please indicate if you have already chosen a module to incorporate into your course (yes or no) If yes, which one? If no, where are you in the process?

Resource pages (using InTeGrate) Using InTeGrate modules and courses https://serc.carleton.edu/integrate/teaching_materials/adapting.html How the Community is Using InTeGrate Materials https://serc.carleton.edu/integrate/teaching_materials/community_use/index.html

Action Plan Guiding questions to help facilitate your process (overview with examples and resources) https://serc.carleton.edu/integrate/info_team_members/hbcu_testers_team/action_plan.html

Goals/Objectives What are the objectives (content) that you are addressing in your course using the selected InTeGrate module?   Have you included those objectives in this course before?  If so, how did you teach the material and assess those objectives?  If not, why are you including them now?

Goals/Objectives Environmental Justice and Freshwater Resources https://serc.carleton.edu/integrate/teaching_materials/freshwater/overview.html A Growing Concern https://serc.carleton.edu/integrate/teaching_materials/sustain_agriculture/assessment.html

Teaching approach Describe the pedagogical techniques you will use to facilitate the InTeGrate activities and reinforce the content. Note that this will require you to spend some time reading through the units in the module to familiarize yourself with the way they are structured and what techniques are utilized.

Teaching approach Environmental Justice and Freshwater Resources: think-pair-share https://serc.carleton.edu/integrate/teaching_materials/freshwater/unit1.html A Growing Concern: Guided interactive lecture https://serc.carleton.edu/integrate/teaching_materials/sustain_agriculture/activity5.html

Resource Pages (pedagogy) Interactive Lecture Techniques https://serc.carleton.edu/introgeo/interactive/typesoftechniqu.html Pedagogy in Action: Teaching Methods https://serc.carleton.edu/sp/library/pedagogies.html

Adaptations What adaptations, if any, are you making to the InTeGrate materials to fit your course?  What adaptations to your course are you making to fit the InTeGrate materials?

Adaptations Map Your Hazards https://serc.carleton.edu/integrate/teaching_materials/instructor_stories/143702.html A Growing Concern https://serc.carleton.edu/integrate/teaching_materials/sustain_agriculture/instructor_stories.htm

Assessments How will you use the module assessments to measure your objectives? Consider both formative and summative assessments that are part of the module and how you will incorporate them into the grading structure for your course.

Assessments Environmental Justice and Freshwater Resources: Formative Assessment https://serc.carleton.edu/integrate/teaching_materials/freshwater/unit1.html A Growing Concern: Summative assessment https://serc.carleton.edu/integrate/teaching_materials/sustain_agriculture/activity6.html

Syllabus What modifications do you need to make to your syllabus to communicate expectations for the InTeGrate module activities and assessments to your students?

Syllabus Environmental Justice and Freshwater Resources https://serc.carleton.edu/integrate/teaching_materials/freshwater/villalobos_story.html A Growing Concern https://d32ogoqmya1dw8.cloudfront.net/files/integrate/teaching_materials/sustain_agriculture/ecological_agriculture_syllabu.v2.pdf https://d32ogoqmya1dw8.cloudfront.net/files/integrate/teaching_materials/sustain_agriculture/course_overview_activity_track.v3.pdf

Lingering questions and next steps What questions do you still have about how you will implement the InTeGrate materials? What do you need to get done before implementation (e.g. modify handout 3 to include more information on ecosystem services)? This will be your “to do” list moving forward.