These stories describe how the module was adapted for use in three different courses at three institutions. We hope these stories inspire your own use of the module and give you insight into how to adapt the materials for your classroom.
Pinar Batur: Killing Fog: Coal, Energy and Pollution at Vassar College. This 200-level, .5 credit, half-a-semester multidisciplinary course brought together 30 students from diverse disciplines. The aim of the course was to explore the connection between science, policy making and the public understanding of risk, by examining the science, economics and politics of coal usage, and its impact on society in the United States and globally. The module, used during weeks 4–5, crowned the class. Students exhibited their mastery of the subject and of system thinking at the conclusion of this module by producing newspaper opinion pieces.
Curt Gervich: Environment and Society at SUNY College at Plattsburgh. The Carbon Emissions module was implemented over a three-week period near the end of the semester in Environment and Society, a 200-level course that is typically the first course our Environmental Science and Studies majors take. There were 27 students in the class and I used a "flipped classroom" approach, wherein students are asked to watch/listen to video/audio publications outside of class and to discuss these experiences together in small groups during the class sessions, leaving more class time open to incorporate active learning activities such as those used in this module.
Sandra Penny: Energy and the Environment (SCI-105) at Bard College. I used the Carbon Emissions module in Energy and the Environment, an introductory course for non-majors. There were 28 students in the course and the module was implemented over the course of four weeks near the end of the semester.