Environmental Studies

Submitted by Kirsten Hansen on December 19th, 2017
Short Description: 

During this activity, students work in small groups to explore assigned databases and then share back what they learn in a Google Doc projected at the front of the classroom.

Attachments: 
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Database_Exploration_with_Google_docs.docxdisplayed 2121 times287.4 KB
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Sample_Lesson_Plan_databases and google docs.docdisplayed 1723 times120.5 KB
Relevant links: 
Database Exploration Google Doc template
Learning Outcomes: 

• Students will construct a search using their keywords in a designated database in order to find three articles are superficially relevant to their research topic. • Students will analyze one database in order to articulate one useful feature of the database for their research assignment, and explain why or how the feature might be useful to their assignment.

Discipline: 
AnthropologyArtBiologyEducationEnglishEnvironmental StudiesMultidisciplinarySociology

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

I frequently use this activity for first year research classes across a wide variety of disciplines when the faculty member teaching the class has asked me to demo databases. I have also used it with great success in higher-level discipline specific classes including biology and my colleagues have used it with graduate students. This activity works best for classes with a research assignment and when students have received the research assignment and are starting to think about their research topic prior to the IL session. However, I've also had classes where students have not yet received their research assignment and working with a single research question as a whole class works just fine. In that case, I usually have a research question that I've created that we can work with but with discipline specific classes we've also created research questions together at the beginning of class.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

To see how this activity fits into my somewhat-typical first year instruction session, see the sample lesson plan below. Please note: This is a real lesson plan and thus refers to class activities not explained here. The lesson plan is mostly meant to show how the google doc exercise can fit into a larger class session. If you have questions about the other activities mentioned in the lesson plan, please ask!

Collaborators: 
Lydia Bello
Suggested Citation: 
Hansen, Kirsten. "Exploring Databases with Google Docs." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/exploring-databases-google-docs.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Teaching Resource

Teaching with Data: CET Assignment Repository from USC

The resources included represent 12 data-driven assignments created by USC faculty recipients of the Provost's Data-Driven Assignment Grant Program in Spring 2015.

Teaching Resource

Science NetLinks

Science NetLinks is a dynamic Website connecting K-12 teachers, students, and families to STEM resources produced by the American Association for the Advancement of Science including les

Submitted by Cristy Moran on January 19th, 2017
Short Description: 

Students will generate a well-reasoned conclusion in a two-page paper in which they identify a "good" Internet source and a "bad" Internet source, using IL source evaluation terminology (outlined in CRAAP) to guide their writing.

They will then explain why the good source should be used to investigate the chosen topic, and why the bad source should not be used in their investigation.

Attachments: 
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Cristy_Moran_ClimateChangeCHM.docxdisplayed 1323 times14.96 KB
Evaluating Internet Sources Rubric.docxdisplayed 1226 times18.66 KB
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Cristy_Moran_CRAAP_handout.pdfdisplayed 1977 times668.5 KB
Cristy_Moran_Intellectual_Standards_handout.docxdisplayed 1001 times15.77 KB
Relevant links: 
Elements and Standards - Paul-Elder Critical Thinking Model
Learning Outcomes: 

• Student will critically assesses sources using various criteria terminology such as: currency, relevance, authority, accuracy, purpose, etc., and adequately examines each source.
• Student will identify various specific authority factors for each source such as: domain, URL, corporate author, “About Us” or “Contact Us” links; or author credentials.
• Student will clearly state reliability and appropriateness of the information for the specific information/ research need, and demonstrate adequate reasoning and/or justification for assessing each source.
• Student will articulate and apply the Intellectual Standards to guide reasoning.

Discipline: 
ChemistryCommunication StudiesEnvironmental StudiesMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

This lesson was created by a Chemistry professor for his Honors college Chemistry course. It has been enhanced for IL and adapted for our college's QEP (theme: critical thinking). It was also adapted throughout attending a Backwards Design class as an example (Library Juice Academy) thus the GRASPS instructional design tool was used.

Content will be uploaded into their online course shell (in the course management system) for them to view prior to an in-person library session. This will include a short library orientation video and another short using library resources video – both of which I created in the last year.

Students will attend a face-to-face library session – a full 75-minute class.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

For additional information about the Intellectual Standards, please visit www.criticalthinking.org for the Paul-Elder Critical Thinking Model.

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Cristy_Moran_ClimateChangewAnswers.docxdisplayed 926 times21.27 KB
Suggested Citation: 
Moran, Cristy. "Evaluating Internet Sources - Climate Change." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/evaluating-internet-sources-climate-change.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Cristy Moran on January 19th, 2017
Short Description: 

Students will be expected to find evidence to investigate a pseudoscientific claim or conspiracy theory. For their graded assignment, they will be submitting a two-page paper to their Chemistry professor (the lead professor for this class in which I’m embedding). In their paper, they make a case that either supports the claim or rejects it. They will be expected to use both library and credible online sources for support.

Attachments: 
AttachmentSize
Full Lesson Overview and Descriptiondisplayed 1242 times19.41 KB
GRASPS for Lesson (Suitable for Students) displayed 1063 times16.44 KB
AttachmentSize
Cristy_Moran_Intellectual_Standards_handout.docxdisplayed 915 times15.77 KB
Cristy_Moran_CRAAP_handout.pdfdisplayed 1324 times668.5 KB
Relevant links: 
Intellectual Standards - Paul-Elder Critical Thinking Model
Learning Outcomes: 

• Students will construct various search phrases for use in online and library search tools
• Students will use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sources
• Students will identify specific library resources (e.g. databases) relevant to the field of study or content area of claims in which to search
• Students will examine sources for relevance to their research question and search need (specifically, to determine credibility of claims)

Discipline: 
ChemistryCommunication StudiesEnvironmental StudiesMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

This lesson was created by a Chemistry professor, Dr. Perdian, for his Honors college Chemistry course. It has been enhanced for IL and adapted for our college's QEP (theme: critical thinking). It was also adapted throughout attending a Backwards Design class as an example (Library Juice Academy) thus the GRASPS instructional design tool was used.

Content will be uploaded into their online course shell (in the course management system) for them to view prior to an in-person library session. This will include a short library orientation video and another short using library resources video – both of which I created in the last year.

Students will attend a face-to-face library session – a full 75-minute class.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

See www.criticalthinking.org for relevant information about the Paul-Elder Critical Thinking Models.

Suggested Citation: 
Moran, Cristy. "Evaluating Claims: Facebook Edition ." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/evaluating-claims-facebook-edition.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Laura Massa on January 5th, 2017
Short Description: 

In small groups students give a presentation examining how the popular media reports scientific findings.

Attachments: 
AttachmentSize
Science in the Media presentations assignment & rubricdisplayed 1765 times19.28 KB
Learning Outcomes: 

• Discriminate between scholarly and popular modes of knowledge through an understanding of the peer review process. • Engage critically and reflectively in scholarly discourse. • Exercise critical thinking in oral discussion and writing.

Discipline: 
BiologyBusinessChemistryCommunication StudiesEconomicsEducationEngineeringEnglishEnvironmental StudiesEthnic StudiesFilm and TVGeologyLiberal StudiesLibrary and Information ScienceLinguisticsMultidisciplinaryPhysicsPolitical SciencePsychologySociologyUrban StudiesWomen's and Gender Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

Before I introduce the assignment I ask students to rate how accurately they believe that the popular media reports scientific findings. After all of the presentations have been given, I ask them to rate this again, and engage in a bit of reflective writing. I ask them explain why their rating has stayed the same or changed, how they will approach science in the media moving forward, and what they think the main take-aways from this assignment have been. We then discuss those take-away messages-- which usually results in a much broader and deeper understanding of information sources.

Suggested Citation: 
Massa, Laura. "Science in the Media." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/science-media.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Teaching Resource

Project Look Sharp

Project Look Sharp is a media literacy initiative of Ithaca College that develops and provides lesson plans, media materials, training, and support for the effective integration of media literacy with critical thinking into classroom curricula at

Teaching Resource

BEN Portal

The BEN Portal provides access to education resources from BEN Collaborators and is managed by the American Association for the Advancement of Science (AAAS). Over 20,601 reviewed resources covering 77 biological sciences topics are available.

Teaching Resource

MIT OpenCourseWare

MIT OpenCourseWare is a web-based publication of virtually all MIT course content. 

Teaching Resource

Miller Center of Public Affairs Syllabi Collection

Syllabi from scholars on a variety of courses that address topics that pertain to Governing America in a Global Era.

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