Instructor Insights
"We thought that looking at water and climate change in terms of human health, animal health, family health, and planetary health, and placing an emphasis on solutions would help to expand the circle of people who embrace the importance of responding to climate change."
Below, Susan Murcott describes various aspects of how she and Juliet Simpson teach EC.719 D-Lab: Water, Climate Change, and Health.
Assessment
The students’ grades were based on the following activities:
- 30% Participation
- 10% Tutorial
- 40% Term project
- 15% Showcase final event
- 5% Further development of term project
Curriculum Information
Prerequisites
None
Requirements Satisfied
Unrestricted elective credits
Offered
Every spring semester
Student Information
Enrollment
Fewer than 10 students
Breakdown by Year
A mix of undergraduate and graduate students
Breakdown by Major
Various majors, including mechanical engineering, urban studies/planning, and management
Typical Student Background
Extremely varied, including American and international students from various institutions and with varying levels of previous experience
How Student Time Was Spent
During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:
In Class
Met 1 time per week for 3 hours per session; 14 sessions total; mandatory attendance
Out of Class
Completed readings; attended four field trips; met with team members to plan tutorials; worked on term project and presentations
