Experiential Learning in Nature: New Zealand and Hawaii
Michael Fairley, David Baker, Austin College, Sherman, TX (dbaker@austincollege.edu)

The student is the “expert”, choosing a topic she knew little about months earlier, and now deftly explaining what she and all of us are actually experiencing.

Bursting the Bandwidth Barrier
An interview with Ray Thomas, University of Florida, Gainesville, FL by Gina Maranto
(rgthomas@geology.ufl.edu)

Much of what has been done in terms of curriculum has been driven by what has been happening with technology

To Follow in the Ways of Great Scientists: Inquiry-Based Learning with Portfolios
David Baker, Austin College, Sherman, TX (dbaker@austincollege.edu)

What if students could explore science outside the classroom and laboratory?

Backdraft: How Undergraduate Courses Can Teach Teachers
Anupma Prakash, Geophysical Institute, University of Alaska Fairbanks, AK (prakash@gi.alaska.edu)

Hands-on experience in collecting GPS data is a great way of catching the interest of teachers and students alike

Redesigning a GenEd Science Lab Using Earth System Science
April Ulery, New Mexico State University, Las Cruces, NM (aulery@nmsu.edu)

The key to success in developing a conceptually diverse laboratory is a broad base of contributors having a variety of educational and life experiences

Mock Summit, Real Learning
An interview with Catherine Gautier, UC Santa Barbara, Santa Barbara, CA by Gina Maranto (gautier@icess.ucsb.edu)

Focus on students, ask them to engage in critical thinking, draw connections, and look at the Earth in an integrated way

Homing in on Student Interests
Anupma Prakash, Geophysical Institute, University of Alaska Fairbanks, AK (prakash@gi.alaska.edu)

Diversity in projects promotes interaction among students, who discuss ideas, voice concerns, share success stories, and learn from one another's experiences

A seat at the table: Students learn the fine art of thinking globally, acting locally
Cameron Wake’s class at the University of New Hampshire, by Amy Seif, originally published in the Fall 2002 edition of Parenthesis, a UNH Newsletter for Parents

These negotiations allow me to bring the theory of global environmental change down to a scale that is applicable to people’s lives and behaviors

They’ve Got the Whole World in Their Hands
By David Sims (Originally published in the Winter 2006 edition of EOS Spheres, the quarterly newsletter of the Institute for the Study of Earth, Oceans, and Space, Univ. of New Hampshire)

Students of Earth System Science (EOS 867) get a rigorous, big-picture view of life on Earth

Providing Pathways Into Science
An Interview with Eric Barron, The Pennsylvania State University by Gina Maranto
(now with UT Austin at ebarron@mail.utexas.edu)

Courses provide pathways into science for students who might otherwise have shied away from it

ESSE21 and Geobrain Projects: LLU’s Problem Based Learning Experience in Honduras
Robert E. Ford, Loma Linda University, Loma Linda, CA (rford@llu.edu)

We emphasize providing opportunities for joint student/faculty and local-level partner collaboration on real-world science, policy, and place-based problems related to human impacts on natural systems

Connecting to the Biosphere
Stuart H. Gage, Michigan State University, East Lansing, MI (gages@msu.edu)

Team teaching Earth system science to a range of undergraduates

How Our ESS Courses Were Approved in Less than 30 Minutes!
Julia Shahid, Austin College, Sherman, TX (jwshahid@aol.com)

A small institution has to take advantage of its strengths

Gathering ideas and building partnerships to grow new and better programs

Earth System Scientists as Salesmen?
Robert Kelly, University of Wyoming, Laramie, WY (RKelly@uwyo.edu)

Suddenly, a need to advertise a different sort of product— in a way that would attract existing and incoming students, their teachers, and their parents

The Business of Developing Earth System Science Education 
Owen E. Thompson, University of Maryland, College Park, MD (owen1@starpower.net)

The creation and evolution of this ESSE stimulated course development caught the attention of other faculty

A Personal View of What ESSE 21 Has Meant to Me
Robert E. Ford, Loma Linda University, Loma Linda, CA (rford@llu.edu)

My ESS experience has been central to my career trajectory

New Approaches, New Programs
An Interview with Susan Alexander, California State University Monterey Bay, Seaside, CA (Susan_Alexander@csumb.edu)

Earth system science has provided me with a scientific research framework and an educational agenda. It has inspired me to study environmental issues and problems from multiple angles, and to teach about Earth systems from different perspectives.

Earth System Science at CSU Long Beach
An interview with Elizabeth Ambos, California State University Long Beach, Long Beach, CA (bambos@csulb.edu)

The ESSE experience really helped to develop the Earth System Science "culture" at California State University, Long Beach. ESS concepts have also found their way into the teacher preparation curriculum.

Increasing the Pool of ESS-trained Minorities
Frederick K. Wilson, Morgan State University, Baltimore, MD (fwilson@jewel.morgan.edu)

Few minorities have been trained in the geosciences, especially in the areas of GIS and remote sensing

Student Participation in Earth and Space Science Programs in Washington, DC
George Carruthers, Naval Research Laboratory and Prabhakar Misra, Howard University, Washington, DC (gcarruthers@ssd5.nrl.navy.mil, pmisra@howard.edu)

Hands-on experiences for high school and college students

Student-Centered Rocks and Minerals Module for Non-Science Majors at Minority Serving Institutions and a Strategy to Establish an Earth System Science Program
Ezat Heydari, Jackson State University, Jackson, MS (ezat.heydari@jsums.edu)

To enhance and maintain diversity in Earth Science necessitates the establishment of Earth Science programs at MSIs and HBCUs

Linking Earth system concepts to resource management using traditional knowledge

New Courses in Earth and Space Science at Howard University
George Carruthers, Naval Research Laboratory and Prabhakar Misra, Howard University, Washington, DC (pmisra@howard.edu)

As the 2005 hurricane season has made clear, these are topics of great practical importance to the general public!

One Successful Earth System Science Development Model at an Historically Black University
An interview with Ezat Heydari, Jackson State University, Jackson, MS (ezat.heydari@jsums.edu) by Brenda Chee Wah

How I persuaded faculty and administrators to establish a program in Earth System Science   

Freedom From the Known
Robert Harriss, The Houston Advanced Research Center, The Woodlands, TX (rharriss@harc.edu)

Can the inspirational qualities of research be brought to the experience of undergraduate learning?

An Earth systems approach is critical to environmental research interests

Earth system science education is an important component of graduate coursework.

The Manatee Project in Honduras with ESSE 21
Daniel Gonzalez-Socoloske, Loma Linda University, Loma Linda, CA (dgonzalez01x@llu.edu)

ESSE 21 activities and methods have definitely strengthened my research skills and better prepared me to engage effectively in multidisciplinary team research that is typical of conservation science today

Shaping Careers and Molding Young Scientists to Influence the Earth
An interview with Ressa Chee Wah, a graduate of Clark Atlanta University and Howard University, by Brenda Chee Wah

Earth system science education was a life changing experience

What assessment and evaluation allow you to do is to move from relying on instincts about how well you are teaching and what students are learning, to being able to measure how you are teaching and how they are learning the material.

Reevaluating Evaluation
An interview with Anupma Prakash, Geophysical Institute, University of Alaska Fairbanks, AK by Gina Maranto (prakash@gi.alaska.edu)

Working with the evaluator I learned a process of communicating my thoughts to the students

The GeoBrain system: equipping students’ brains with the capability for geospatial thinking
Liping Di, George Mason University, Greenbelt, MD (ldi@gmu.edu)

An Earth system science learning and research environment made possible by a geospatial information and knowledge system based on Web services.

Modeling in the Classroom, Hands-on Systems Learning
Arthur Few, Rice University, Houston, TX (few@rice.edu)

Models as an educational tool creating an active-participant learning environment

Data Visualization
Owen E. Thompson, University of Maryland, College Park, MD (owen1@starpower.net)

Students can create and explore interactive data visualizations in their web browsers that are both stimulating and informative

Development of GeoBrain Curricula at Middle Tennessee State University
Mark Abolins, Larry Cole, Shea Cofer, Middle Tennessee State University, Murfreesboro, TN (mabolins@mtsu.edu

Taking advantage of easy access to enormous geoinformation databases, including many with global coverage

Using Data First in Teaching about Global Change
Mike Taber, Colorado College, Colorado Springs, CO
mike.taber@coloradocollege.edu

Taking advantage of easy access to enormous geoinformation databases, including many with global coverage

ESS Learning Modules

Web-Based Inquiry
Dave Anastasio, Lehigh University, Bethlehem, PA (dja2@lehigh.edu)

Well-designed inquiries can help students come to appreciate the richness and complexity of scientific problems.

Land Use/Land Cover Change: Cases of Coastal Zone Change
Robert E. Ford, Loma Linda University; Sally Westmoreland, Aditya Agrawal, Paul Burgess, University of Redlands; Miriam Cope, Jodye Selco, California State University, Pomona (rford@llu.edu)

A learning module to go beyond the "how" of doing image processing and change detection, asking students to look at the "why”—what are the "driving forces" or human dimensions of global change?