Teaching
This Urban Environmental Issues course was designed with a formal civic engagement
component. The course content is linked explicitly to the redevelopment of a Superfund site and
it is done acknowledging reciprocity for our community partner, the Alameda Point
Collaborative. It has been taught a several times and the civic engagement component has
routinely changed working in a collaborative fashion with our partner. There has always been a
laboratory component and it serves to benefit the community partner and students are educated
through the process.
The explicit learning outcomes are directly addressed in the next section.
Learning Outcomes
Apply academic methods:
The students in the Urban Environmental Issues course are indeed learning about environmental risks
and community engagement through two specific tasks with the Alameda Point Collaborative
community. One task is a laboratory experiment and the other is a literature research review and the
target audience is the community of Alameda Point where people are living on land that is a Superfund
site so this community is always evaluating environmental risks. In the process, the Saint Mary’s College
students observe that the environmental science content is critical in making good decisions for the
community and they respect community members who have additional insights on minimizing risks.
The first task is our soil screening experiment. The Alameda Point Collaborative has been granted access
to a field site being evaluated for a community garden. The site is known to have some lead
contaminated soils yet the city of Alameda would like more information. The XRF lab has the specific
objective to quantify lead in soils so this course’s students will first study a highway median to become
proficient with the instrument and then perform a soil survey for the Alameda Point Collaborative. The
students will compile the spectroscopic data and report the results relative to EPA preliminary
remediation goals (PRGs).
The second task is to write a summary of one environmental remediation method in a poster format to
share with individuals who live at the Alameda Point Collaborative. This is rather simple and follows the
U.S. EPA Citizen’s Guides as a model however the students need to consider how to present information
to this community effectively.
Critical Reflection
The soil screening has a formal reflection activity. Students use the Cal-EPA LeadSpread7 software to
evaluate how blood lead levels would change dependent on the soil lead level determined in their
experiment. This activity is performed before students write their formal report on the soil lead and a
letter to the community.
The literature research project will have a reflection dependent on the feedback on the poster
presentation at Alameda Point Collaborative members. This presentation is typically done as a poster
session and the community members ask students critical questions. If the poster session is not possible
then the materials will be shared on a web resource. Regardless, students recognize that their work will
be reviewed by others.
Express their understanding of the interconnections
Students are directed throughout the course to consider making positive contributions to society.
Students are educated how this Superfund site is being cleaned up and they are taught that
communities need members who will ask questions to benefit their community. The attending public
meetings gives the students some idea where they might be in the future and demonstrates that
community members play a specific roles. As noted above, there are reflections on meeting attendance
as well as their own poster presentation, so student should observe the interconnections of their
contribution and the community’s benefit.
Teaching
This Urban Environmental Issues course was designed with a formal civic engagement
component. The course content is linked explicitly to the redevelopment of a Superfund site and
it is done acknowledging reciprocity for our community partner, the Alameda Point
Collaborative. It has been taught a several times and the civic engagement component has
routinely changed working in a collaborative fashion with our partner. There has always been a
laboratory component and it serves to benefit the community partner and students are educated
through the process.
The explicit learning outcomes are directly addressed in the next section.
Learning Outcomes
Apply academic methods:
The students in the Urban Environmental Issues course are indeed learning about environmental risks
and community engagement through two specific tasks with the Alameda Point Collaborative
community. One task is a laboratory experiment and the other is a literature research review and the
target audience is the community of Alameda Point where people are living on land that is a Superfund
site so this community is always evaluating environmental risks. In the process, the Saint Mary’s College
students observe that the environmental science content is critical in making good decisions for the
community and they respect community members who have additional insights on minimizing risks.
The first task is our soil screening experiment. The Alameda Point Collaborative has been granted access
to a field site being evaluated for a community garden. The site is known to have some lead
contaminated soils yet the city of Alameda would like more information. The XRF lab has the specific
objective to quantify lead in soils so this course’s students will first study a highway median to become
proficient with the instrument and then perform a soil survey for the Alameda Point Collaborative. The
students will compile the spectroscopic data and report the results relative to EPA preliminary
remediation goals (PRGs).
The second task is to write a summary of one environmental remediation method in a poster format to
share with individuals who live at the Alameda Point Collaborative. This is rather simple and follows the
U.S. EPA Citizen’s Guides as a model however the students need to consider how to present information
to this community effectively.
Critical Reflection
The soil screening has a formal reflection activity. Students use the Cal-EPA LeadSpread7 software to
evaluate how blood lead levels would change dependent on the soil lead level determined in their
experiment. This activity is performed before students write their formal report on the soil lead and a
letter to the community.
The literature research project will have a reflection dependent on the feedback on the poster
presentation at Alameda Point Collaborative members. This presentation is typically done as a poster
session and the community members ask students critical questions. If the poster session is not possible
then the materials will be shared on a web resource. Regardless, students recognize that their work will
be reviewed by others.
Express their understanding of the interconnections
Students are directed throughout the course to consider making positive contributions to society.
Students are educated how this Superfund site is being cleaned up and they are taught that
communities need members who will ask questions to benefit their community. The attending public
meetings gives the students some idea where they might be in the future and demonstrates that
community members play a specific roles. As noted above, there are reflections on meeting attendance
as well as their own poster presentation, so student should observe the interconnections of their
contribution and the community’s benefit.
Urban Environmental Issues 2013 Course Leaning Objectives
Student Learning Objectives
Understand some basic concepts of
1) environmental risk assessment.
2) reaction chemistry
Teaching/Learning Activities
1 ) Reading, Writing, and Discussion
2) Observe in Laboratories
Student Assessment Me
Exams for content;
Students discuss risks in:
material incorporated into
Make educated decision o
Understand spectroscopic method as
quantification tool.
Three labs utilize spectroscopy.
Investigate trends in data
Analysis of field sampling experiments
Quantify elements or compounds
and relate it to human health risks.
Soil analysis and air pollutant
monitoring
Read Proposed Plans on pollutants
Review government documents and
scientific articles.
Listening to different voices
Critically Read Documents
Synthesize information and
recognize potential bias
Communication skills
Communication skills with respect
to science improved.
Increased sense of civic
responsibility
Improved awareness of local
environmental concerns
Critique EPA Videos & web resources;
Create the materials for website.
Writing letters to summarize soil
analysis.
Community experiment; respectfully
attending RAB meetings or events.
Review issues and learn how to find out
Prepare lab reports and an
Recognize the use of stan
possible interferences.
Students prepare lab sum
provide input to letters fo
Lab report and written let
authorities.
Assemble materials for pr
Constructive participation
of readings.
Creating project materials
incorporation into websit
some perspectives.
Quality of reports to class
Logical construction of in
letter
Student self assessment o
responsibility.
Self assessment of studen
find appropriate informat