provide recommendations for actions. Documentation of this process will be the basis for the learning assessment. Because of the limited time scheduled for these cases studies, the instructor will need to intervene and control the amount of student-initiated activities. The result is a project-/problem-based learning exercise. Specific to this module, the students are expected to learn that there is an important and fundamental difference between circumstances and actions that spatially and temporally occur in proximity to an event and with what are the actions that cause the event. Level Graduate or advanced undergraduate college students in professional nonscience programs: law, public policy, business, journalism/communications, and public health. Length While these cases could be executed in a single approximately 1.25-hour class session (along with time required for advanced readings and assignment preparation), the activities could be enriched by extending the time to 1.5 hours or split into two or more class sessions. 1: – Activities Introduce the students to the all the resources available for the case study; will be used by groups in class and for the final question set. Assign selected resources ahead (2 hours required); require students to use information found in the resources to be able to frame the case by understanding what are perceived as problems by which stakeholders. Stimulate thinking (15 minutes). Review 60 Minutes clip that shows methane in groundwater. Introduction (15 minutes). Form students into groups to: Define the problem. Describe the stakeholder groups (i.e., landowners, developers, regulators, and environmentalists). Describe their perceptions of and positions on the problem. Describe the types of information/evidence parties are using as the basis for their positions. Guidance (5 minutes). Instructor speaks generally about particular scientific concept and makes minimal recommendations on how it could be applied in this case. Group work (20 minutes). Students are broken into stakeholder groups and charged with recommending an approach to address the case study problem, using scientific methods.
provide recommendations for actions. Documentation of this process will be the basis for the learning assessment. Because of the limited time scheduled for these cases studies, the instructor will need to intervene and control the amount of student-initiated activities. The result is a project-/problem-based learning exercise. Specific to this module, the students are expected to learn that there is an important and fundamental difference between circumstances and actions that spatially and temporally occur in proximity to an event and with what are the actions that cause the event. Level Graduate or advanced undergraduate college students in professional nonscience programs: law, public policy, business, journalism/communications, and public health. Length While these cases could be executed in a single approximately 1.25-hour class session (along with time required for advanced readings and assignment preparation), the activities could be enriched by extending the time to 1.5 hours or split into two or more class sessions. 1: – Activities Introduce the students to the all the resources available for the case study; will be used by groups in class and for the final question set. Assign selected resources ahead (2 hours required); require students to use information found in the resources to be able to frame the case by understanding what are perceived as problems by which stakeholders. Stimulate thinking (15 minutes). Review 60 Minutes clip that shows methane in groundwater. Introduction (15 minutes). Form students into groups to: Define the problem. Describe the stakeholder groups (i.e., landowners, developers, regulators, and environmentalists). Describe their perceptions of and positions on the problem. Describe the types of information/evidence parties are using as the basis for their positions. Guidance (5 minutes). Instructor speaks generally about particular scientific concept and makes minimal recommendations on how it could be applied in this case. Group work (20 minutes). Students are broken into stakeholder groups and charged with recommending an approach to address the case study problem, using scientific methods.
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