We present how we have used
GLOBE protocols and programs in a college undergraduate English course for
science and non-science majors, “Writing in the Sciences”, and in a graduate-level field course for in-service
teachers. Collecting land cover data and determining biomass in conjunction
with a series of writing assignments allowed the English students to connect
their work to research done in ecosystems throughout the world, and to specific
environmental concerns such as carbon sequestration, biodiversity, and the
impact of controlled burning on ecosystems. Teachers demonstrated increased
knowledge of ecology, natural histories of various organisms, and awareness of
environmental resources. A study conducted the following summer revealed that
teachers valued the course and felt that their experiences helped them be more
effective teachers. Six of the eight teachers had conducted field activities
with their students, but also reported significant challenges associated with
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