In the 'whole course' version of this activity, students make a map of the Quaternary of the Upper Midwest, based on their observations of the Anaglyph Stereo Map. They pose a series of questions, which I use as a segue to them researching specific processes, landforms or localities (they learn to use Georef and Refworks). We then (as a class) examine each of the depositional settings mapped, and the processes and landforms produced. This is done through topographic maps, aerial photos, cores, field work, field photos, and the reading of journal articles (as well as their text book). They also process sediments and undertake grain counts for provenance studies. the large scale of the map helps the students visualize the aereal extand of the processes and landforms as we examine them. They also develop a sense of the quality of evidence associated with the interpretation of the Quaternary record in the Upper Midwest, and areas of 'uncertainty.' They write a 'term paper' about some aspect of the surficial and glacial history of the Upper Midwest.

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Selection of aural Italian grammar lessons (podcasts). Grammar examples and dialogs are built upon the escapades of Arlecchino, Pulcinella, and other masks of the Italian Commedia dell'arte. Lessons feature topical grammar discussions, dramatic readings, pdf grammar notes ... and general audio zaniness.

In this service learning project, students, teachers and community members will work together to design and construct a rainwater harvesting system for their school campus.

Research RWH design basics and local conditions
Explore how RWH could be used on your campus and develop a basic design.
Present findings and action plan to community partners, school administration and student body.
Enact the action plan to construct a RWH system on your campus and raise community awareness for water conservation

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Storytelling is an effective way to communicate what is happening along our local-to-international coastal zones. However, most of the stories students hear are ones of "doom and gloom." Therefore, students are assigned to take storytelling to the next step and write/record energizing narratives that capture examples of adaptation and resilience along the coast.

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Evidence Based Reading Training focused on Vocabulary, Fluency, Phonics & Comprehension. By learning about root words, prefixes and the like my students find more fluency & comprehension in the GED materials that they work with.
I am sharing some of the different resources I have found & created to use in teaching ABE, or Adult Basic Education.

Reading reflections are designed to encourage students to complete readings before coming to class, to reflect more deeply on the content of the reading, to make personal meaning from the meaning, and to develop their metacognitive skills for lifelong learning. The reflections consist of three questions: (1) What is the main point of the reading?, (2) What information did you find surprising? Why?, and (3) What did you find confusing? Why? Students submit short responses to two of three questions prior to coming to class.
Metacognitive components of the activity
Reading reflections address many elements of metacognition, including knowledge, control, and reflection. Reading reflections are designed to help students develop knowledge about themselves as learners, learning tasks (reading), prior knowledge, content, self-monitoring, self-assessment, and reflection.
Metacognitive goals
The primary goals of this activity are to help students develop their skills of self-assessment, and to reflect more deeply on the content of their reading assignments. Reflective thinking is an essential element of expert learners, so this activity helps students develop skills as intentional learners for lifelong learning.
Assessing students' metacognition
Reading reflections (n = 35 in a typical semester) count for approximately 10% of the course grade. I do not grade these reflections, but give students credit if they are turned in on time (before class) and if they clearly demonstrate significant reflection.

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This a semester long activity for students in a plate tectonics course will be read one (or two) geological journal articles every other week on the major topics covered in the course. Students will submit reading responses and there will be class discussions of each paper.

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This is a short experimental study of what happens to aluminum hydroxide, silicic acid, magnesium oxide, and calcium carbonate (or reagents of instructors choice) when they are heated to 110 and 1200 degrees.

Students determine the formula and calculate the mole percent and weight percent of each element and oxide in each reagent.
They heat the samples and calculate percentage weight loss or gain.
Finally, they write a lab report summarizing their results.

Be sure to have students save their samples for later use in a lab that introduces X-ray diffraction.

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COERLL has partnered with Rose Potter and Betsy Arnold to publish Recorridos-Don Quijote, a pair of openly-licensed books for the study of Cervantes’ Don Quijote in upper level Spanish courses, including AP. The student workbook, accessible online for free, deepens students’ understanding of the text through reading, pre-reading, and post-reading activities and glosses. The companion teacher support facilitates the teaching of Don Quijote through student-centered strategies and activities, historical and cultural information, quizzes, exams and more.

This electronic peer review exercise has students discuss the major volcanic hazards and risks to humans.

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The wastewater treatment plant in Hamilton, Ontario is unable to keep up with demand during heavy rainstorms. Combined sewage and stormwater lines in the oldest parts of the city trigger outflow of screened sewage directly into the harbour several times each year, after heavy rains. The harbour itself has been the focus of a remediation effort for several decades. Addressing both industrial legacy pollution and the municipal sewage problem is considered to be key to achieving the harbour's "delisting" as an area of concern in the Great Lake watershed.
This project requires students to help Hamilton residents reduce the pressure on the wastewater treatment plant by reducing the amount of water in the sewage system, the amount of water in the stormwater system or by ensuring that the water is relatively free of chemicals pollution. Some pharmaceuticals have been linked to a feminizing effect on the native fish in the harbour (Purdy, 2009). Students develop realistic strategies for residents to adopt and present their findings to a community partner, the Bay Area Restoration Council, involved with the remediation effort.
Students arrange themselves into groups of three or four during a regular lecture. Any students not present at that lecture will be assigned to a group by the instructor. The groups are then charged with writing and signing a contract detailing the responsibilities and consequences of the work. For example, groups may decide how many meetings may be missed and what happens if a member misses too many meetings. Typically, the most stringent consequence is that a member is removed from the group and must complete the assignment, on time, independently. There was one case of this last year.

The groups then sign up to conduct research into one of four different theme areas: grey water, stormwater, water waste in bathrooms and domestic chemicals. They then develop a strategy for an average household to reduce pressure on the wastewater treatment plant in one of these areas. The strategy must be economically feasible for most residents in the city. The groups meet with myself or a teaching assistant at least once during the project to talk about their plan.
The physical posters and electronic versions are all due on the same day and are then displayed in two separate "poster days." Students are given participation marks for giving feedback on notepads hung at each poster. Community partners form a panel of guest judges and talk to the students about their work, ask questions etc. The teaching assistants and I also visit each poster and ask questions. The guest judges award prizes to the best poster in each category (independent of any marks).
Last year, the best ten posters (judged by the guests and the instructors) were also invited to present their posters at the annual general meeting of the community partner. Members of the public circulated among the posters and talked to students about their work. Members of the press were also present. This annual meeting took place after the semester had ended. The plan for the next version of this project is to send the electronic files out to community partners so they can display them on their web pages or print them out and display them in offices, schools or other public places.

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The purpose of this project was to create a set of ancillary materials for the open textbook Research Methods in Psychology, a textbook intended to be used for psychology research methods courses. At the start of this grant, the textbook was available through the University of Minnesota’s Open Textbook Library (open.lib.umn.edu/psychologyresearchmethods/) and could be found in most open material repositories. Since this grant was proposed, however, a more recent version of the text has been released by Price, Jhangiani, Chiang, Leighton, and Cuttler (https://opentext.wsu.edu/carriecuttler/). The resources developed for this grant can be used for the new edition of the text, although they were written for the earlier version.

see attached documents

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Students choose a project on an area of the geosciences in which one or more mineral's chemistry and/or crystal structure is significant to understanding that geoscience problem. They then study that mineral in detail in both hand sample and on the SEM, XRF, XRD, and/or in thin section. Students may provide your own sample or use a sample from the student collection. For practicality sake, the sample must be available and not so valuable or rare that we cannot let you use pieces of it for the project. Additionally, the mineral studied in detail must be significantly different than those they will be tested on for the final exam.

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Detailed information is provided in activity description/assignment and an example lab handout that assisted students in conducting their research.

Initial guidelines given to students:

Choose a location (where you are from, a place that is of interest to you) and investigate how projected changes in climate will affect that area. What are the expected changes in temperature, precipitation, storms, droughts, sea level, seasonality, etc? How will this affect the habitat of the area (for humans, animals, and plants)? How will this affect the local economy? What actions can the people that live in this area take to lessen the impacts of changing climate? Students write a scientific style paper on their findings, and present their research to the class in ~10 minute oral presentations (alternatively a poster session could be used).

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This kit covers a historical overview of American representations of natural resources from ancient Indian basketry to contemporary web sites. It compares conflicting media constructions about the Exxon Valdez oil spill, the damning of rivers, and Chukchi sea oil drilling. By showing the slow realization that natural resources are finite, students will learn valuable lessons in earth, natural and environmental sciences.

Why are Cells Small? was developed as part of an effort by the Quantitative Biology at Community Colleges group to provide materials that incorporate mathematical concepts into biology courses. The activity was designed for a non-majors biology course, and maps to Chapter 4 of the OpenStax Biology 2e textbook. This activity could also be used in a mathematics course as a biologically relevant example.

After completing this module students should be able to:

- Explain the relationship of surface area to volume
- Describe the importance of a large surface area to volume ratio in the context of a living cell
- Calculate surface area of cubes and spheres
- Calculate volume of cubes and spheres
- Express two values as a ratio
- Enter data into a table
- Interpret Tables
- Create a graph
- Describe the axis labels on graphs
- Interpret graphs
This material is based upon work supported by the National Science Foundation under Grant No. 1919613. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Students are presented with a real-life problem of flooding and erosion in the town of Simonton. They must use historical dischage data to determine the future risk of flooding. They must also use historical map data to asses the risk of future losses due to erosion. Using these data, they must dertermine the feasibility of levee systems proposed by the Corp of Engineers. Lastly, they must discuss their assumption and possible sources of error.

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Rockin Russian is designed to give students exposure to the Russian language and culture through the medium of Russian music videos. Students are able to perfect their grammar while rocking out to music videos from Russia's pop stars. Based on Russian music videos from MTV Russia, Rockin' Russian is supplemented with exercise materials focusing on pronunciation, vocabulary development, grammar and cultural features. Parts of the videos are embedded into exercises in each category that students can revisit, strengthening their language skills.