| 1 | <p>This module uses data to show why taking care of the environment is important in a way that even the most anthropocentric student can identify with (not wanting to have their health harmed by pollutants). It also introduces hypothesis testing and p-values at a very low-level, so that students who haven't taken a statistics class can complete some basic interpretation. As the term "significant" is often misused in everyday life when referring to data, this arms the student with knowledge of what that term actually entails in science.</p> | 1 | <p>This module uses data to show why taking care of the environment is important in a way that even the most anthropocentric student can identify with (not wanting to have their health harmed by pollutants). It also introduces hypothesis testing and p-values at a very low-level, so that students who haven't taken a statistics class can complete some basic interpretation. As the term "significant" is often misused in everyday life when referring to data, this arms the student with knowledge of what that term actually entails in science.</p>
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| | | 3 | <p>My introductory course in Environmental Challenges: Analysis and Solutions includes two lectures per week plus a weekly tutorial. This course enrollment is 120 students, approximately 50 majors in Environmental Science and 70 non-majors. The tutorials are run by teaching assistants under the guidance of the instructor and have 20 students in each group.</p>
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| | | 5 | <p>The course aims to introduce students to quantitative reasoning as a method to address and better understand current environmental challenges. Working with data in this EDDIE module allowed students to deepen their understanding of the science behind the course concepts. Specifically, this EDDIE module was an excellent fit because it ties together three learning objectives in the course including concepts around air pollution, challenges with fossil fuel extraction, and the connections between human health and the environment. The module specifically matches with case studies already being discussed in the course readings and lectures including the case study of mountain top removal coal extraction in the Appalachian Mountains.</p>
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| | | 7 | <p>I adapted the module slightly so that Parts A and B were taught in the lecture period as a demonstration, and then students completed Part C during the 80-minute tutorial the following next week. The students easily drew the connections between the EDDIE module and the course learning outcomes.</p>
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| | | 9 | <p>I used the following additional resources:</p>
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| | | 12 | <li>a story map which provides more details on the Louisiana Cancer Valley produced by ProPublica an independent nonprofit newsroom. We explored the map as an introduction to Part B. </li>
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| | | 13 | <li>a short YouTube video which explains t-tests as part of the lecture for Parts A and B.</li>
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| | | 14 | </ul>
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| | | 16 | <p>The students were assessed based on their participation during the tutorial and handed in the last three questions from Part C to be graded. Students completed Part C during their 80 minute tutorial under the supervision of a teaching assistant. The teaching assistants ensured students were completing the steps for Part C and students were awarded 1 participation point for doing so. The last three questions in the handout were worth 4 points for a total of 5 points. The students were encouraged to work on these questions at home and hand them in the following week. The assignment was one of nine tutorial assignments and was worth 2.2% of the overall course grade. </p>
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| | | 18 | <p> </p> |
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