1. Diane Doser, University of Texas at El Paso (UTEP)
Using InTeGrate Materials in Large Introductory Environmental Science Courses
Diane Doser, University of Texas at El Paso (UTEP)

2. Student Profile, Introduction to Envir. Sci. (ESCI 1301)
90% non-STEM majors Part of learning community for ESCI majors 80%-85% Hispanic 60% Freshman Up to 10% student athletes 10-15% have poor grasp of English

3. Little active learning Fixed seating with 183 students
2012
2013
2014
No InTeGrate
Three 50 min. lectures
Little active learning
Fixed seating with 183 students
Climate of Change module
Otherwise same class format as 2012 with 222 students
27% InTeGrate
Two 80 minute sessions
Mini-lectures and group work
Moveable seating
125 students
2015
2016
33% InTeGrate
Same class format as 2014
124 students
40% InTeGrate
Same class format as 2014
115 students

4. Course Structure:
Two 80 minute class periods minute mini-lecture Group work for ~60 minutes (3-4 students/group) Non-InTeGrate work follows similar structure with data and often a place based focus Reading assignments due 8 AM every Tuesday Exams every 2 weeks, pop-quizzes, some homework Extra credit opportunities

6. Example of materials
Found at:

7. Modules/Units Used in 2016:
Climate of Change (units 1, 2, 3, and 6)
Environmental Justice and Freshwater Resources (Units 1, 2, 3, 5 and 6)
Humans’ Dependence on Earth’s Mineral Resources (Units 1, 2 and 6)
A Growing Concern: Sustaining Soil Resources Through Local Decision Making (Unit 1)
Mapping the Environment with Sensory Perception (Unit 1)
Description of implementation at UTEP and EPCC found at:

8. Changes in Grades

9. Positive Student Feedback:
Excited to come to class, time flew
Groups helped those fearful of math/science
Made new friends in first freshman course
Relevance to El Paso and daily lives
Appealed to visual learners
Popular activities included: water footprint, climate gallery walk, environmental justice (all InTeGrate), mystery box, local endangered species

10. Negative Student Feedback:
Had to come to class every day, couldn’t just show up to take exams
Too much reading
Problems with group dynamics (group checks done during 3rd and 7th week of class to identify problems)
Dislike of interacting with others
Too many exams/quizzes

11. Instructor Positives:
I got to know the individual students better
Students more comfortable asking questions and coming to me and TA’s for help
Students come to talk to me after semester is over
Lots more fun!

12. Other Thoughts:
Try one or more units at end of semester to test the waters
If you use every day students need about 2 weeks to adjust
In smaller classes could re-form groups, logistically hard with large classes
Two TA’s help for first couple weeks, then only 1 is necessary, bi-lingual TA extremely helpful
Add material relevant to your local community