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Class Assignments, Schedule, Syllabus, and Final

This class was developed to work in a "flipped classroom" format, in which there are few traditional lectures, and class time is spent for the most part with interactive learning activities and group work.  

A syllabus, schedule, the final project guidelines, and an example final project provided by my students are attached here.

The attached lists of assignments is included as a reference for some of the interactive learning activities used in this course.  These assignments follow some special formats described here:

  • Read and Share: These are assignments based around forming groups of students to read the assigned article, discuss questions in small groups, and then hold a wider group discussion at the end of the class period including all smaller groups.  Each group will focus on a specific component of the wider reading assignment, and students are to become experts in this component and share that perspective in the wider group discussion.
  • Read and Report: These are assignments based around forming groups of students like Read and Share, but with the small groups required to collaboratively develop a slideshow presentation on their reading to present to the whole class at the end of the period.  Students are encouraged to ask the presenters questions.
  • Discussion Readings: These are longer reading assignments assigned as homework, but class time can be spent in either Read and Share or Read and Report format when students can meet in their assigned groups to discuss their reading homework.
  • In Class Modeling Assignments: These assignments utilize the conceptual climate model C-ROADS, linked in this collection, and the resolved physics student climate model, EdGCM.  

I have also included some modifications to the Stabilization Wedges Game, included in this collection, in which I assigned stakeholder roles.  Students are meant to examine the Stabilization Wedges game from their stakeholder perspective and roleplay this group in the design of their solution.  Students are to discuss how their solution was shaped by their negotiation and their stakeholder interests.

The final assignment

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Mathematics Freshman Seminar Course - A Climate of Uncertainty

This collection contains the teaching materials I used for designing the Freshman Science Seminar Mathematics 190 - A Climate of Uncertainty at UNC-Chapel Hill Fall 2013.   This collection is maintained as a reference for other instructors interested in teaching about climate change using open curriculum.  I made extensive use of the training modules provided by MetEd to utilize a "flipped classroom" approach.  Traditional lecturing was largely replaced by assigning the training modules in this collection for homework and having my students send me their quiz scores.  In class, I utilized a mix of "read and report" group presentations, discussions, roleplays, and modelling exercises on laptops.   I encourage others to build and improve on the ideas I had for this course, and to contact me  with questions related to the materials and course design.



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Colin James Grudzien