About this book
Environmental Geology was developed specifically for use with the introductory, non-majors course I teach on Environmental Geology at Normandale Community College. This is taught online and in a hybrid format where students complete chapter readings and quizzes online and then meet in person weekly for a single 2-hour time block where content knowledge is built upon and applied through problem sets, group discussions, case studies, etc. In the online version of the course, the problem sets, case studies, and discussions are completed asynchronously online.
The class is organized into 3 large modules that have interconnected topics within them. The content within each topic has been written as a chapter for this textbook and throughout the semester is supported by small video lectures, data analysis, student discussions, and research.
These modules are numbered and the weekly topics within them are given a letter, setting up the alphanumeric system present throughout this book. While I have tried to nest the topics within a larger module in the contents of the textbook, for the sake of clarity and completion here are the modules and topics as I teach them:
Module 1 – Plate Tectonics and Plate boundary hazards
1A – Basics of Plate Tectonics
1B – Earthquakes
1C – Volcanoes
Module 2 – Water Resources and Food Production
2A – Hydrologic Cycle and Groundwater in Agriculture
2B – Surface Water and the Effect of Dams on Agriculture
2C – Water Scarcity and Quality in Agriculture
2D – Virtual Water and Water Footprints
Module 3 – Energy and Climate
3A – Earth’s Energy Balance and Feedback Loops
3B – Climate Changes in Earth’s Past
3C – Energy Resources and Climate
3D – The Effects of Climate Change
The learning objectives found at the start of each chapter are my course learning objectives. While not labeled as such in this book, they are divided into what I deem essential, intermediate, and advanced knowledge. A specifications grading method is used in this course where students work towards a grade level by demonstrating adequate (B level or higher) knowledge on learning objectives. Each learning objective is assessed individually in a binary manner – achieved or not achieved. The number of essential, intermediate, and advanced learning objectives for which they demonstrate adequate knowledge (“achieved”) determines their letter grade.
If you would like to learn more about how I’ve instituted this grading system in my course, I’m happy to share! Please write me: lindsay.iredale@normandale.edu
