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  University of Michigan's Global Change I Course: A Technology-Enhanced, Interdisciplinary Learning Environment Go to next page

Picture of Ben van der Pluijm
Dr. Ben van der Pluijm
Director of the Global Change Project


"Many of these [Global Change students] will go on to be lawyers, politicians, or whatever they want to be, and they will make major decisions that affect our lives. To do this right, they will not only need to read and write, but also think about the material that is given to them."



"We think that all students should be exposed in a quantitative, robust way, to the science basis of our evolving understanding of the human relationship with the earth system. And that involves a lot of complexity, a lot of issues, and it's a big panorama."

Picture of Timothy Killeen
Dr. Timothy Killeen
Director of the Global Change Project (1992-2000)


Introduction
    Here we introduce you to the Global Change I course, what makes it special, what happens in the course, and how students have responded to it.

The Setting

    In this section, we introduce you to the University of Michigan (U of M) Global Change faculty and present the information necessary to understand the context within which they strive to achieve their goals for student learning.

Learning Problems and Goals

    Here we examine, first, the learning problems that the U of M faculty faced, problems that ultimately motivated them to change their courses; then, we take a look at the goals they have set for student learning.

Creating the Learning Environment

    In this section, we look closely at how the U of M Global Change faculty created their new learning environments-the tools they use, the activities they assign. This section is deeply informative and includes links to both faculty and student discussions of learning activities, as well as information on specific assessment tools and activities.

Outcomes

    This section provides the results of student evaluations of the Global Change I course.

Implementation

    Wondering about the logistics? The U of M faculty share how they did it: from acquiring the necessary resources (time, money, etc.), to personal resources.

Conclusion

    Global Change students learn to think critically about the complex physical phenomena that affect the world we live in...


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