Below you will find all relevant documents, assignments, and rubrics from our 2015 course. We are passionate about ensuring the next generation of scientists and science-literate citizens are well-versed in the problems and solutions of global change. Please use these teaching materials in your own classes as you see fit, or use them for inspiration. If you have any questions please contact Alexis Mychajliw, amychajl[@]stanford.edu.
Core Documents
Interviews & Podcast Guidelines
Farmers Market
Food Producer
On-Campus Scientist
Podcast Guidelines & Podcast Grading Rubric - developed by Laura Cussen
Food Producer
On-Campus Scientist
Podcast Guidelines & Podcast Grading Rubric - developed by Laura Cussen
Projects & Evaluations
Reflections
Human Geography/Environmental Justice Prompt
Field Trip Reflections - Veggielution & Real Good Fish
Final Reflection
Field Trip Reflections - Veggielution & Real Good Fish
Final Reflection
Publications
For more information about teaching global change, we direct you to our publication:
Mychajliw, AM, Kemp, ME, & Hadly EA. 2015. Using the Anthropocene as a teaching, communication, and community engagement opportunity. The Anthropocene Review, 2: 267-278.
If you would like access to this publication but do not have a subscription to the journal, please contact us.
Stay tuned for our upcoming chapter "A geographic approach to teaching and communicating global change in California" in the ESRI e-book STEM and GIS in Higher Education.
Mychajliw, AM, Kemp, ME, & Hadly EA. 2015. Using the Anthropocene as a teaching, communication, and community engagement opportunity. The Anthropocene Review, 2: 267-278.
If you would like access to this publication but do not have a subscription to the journal, please contact us.
Stay tuned for our upcoming chapter "A geographic approach to teaching and communicating global change in California" in the ESRI e-book STEM and GIS in Higher Education.
Community-Engaged Learning
According to the Stanford Haas Center for Public Service, a community-engaged learning course is one that involves:
"engagement with a community that addresses societal needs not currently being met by governments, markets, or the independent sector; intentional integration of learning objectives and experience with/in the community; student preparation, ongoing reflection, and critical analysis; reciprocal benefits for students, community, and campus partners; opportunities to critically examine public issues or explore one's civic identity."
"engagement with a community that addresses societal needs not currently being met by governments, markets, or the independent sector; intentional integration of learning objectives and experience with/in the community; student preparation, ongoing reflection, and critical analysis; reciprocal benefits for students, community, and campus partners; opportunities to critically examine public issues or explore one's civic identity."
