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ENVS10: Introduction to Environmental Science

Engagement, Inclusive, Dynamic

Reflection on Instructional Change:

To enhance student engagement and reinforce learning, I recently incorporated a non-graded in-class assignment designed to simulate a quiz environment. Students were presented with a timed prompt, for which they initially had one minute to write their response. I then provided additional instructions and extended the time by 2–3 minutes for them to elaborate on their answers.

Afterward, we reviewed responses collectively. When a student’s answer reflected a misunderstanding, I acknowledged their effort positively, saying, “Thank you for your response. Instead of saying [incorrect answer], let’s focus on what we discussed in class.” I then referred to specific lecture content, offering a detailed explanation and the correct answer. This approach aimed to foster a supportive learning environment while reinforcing key concepts.

To promote accountability and active participation, I required all students to have their cameras on during the exercise. Once the timer ended, they displayed their written answers to the camera. This structure encouraged engagement, as most students actively participated and demonstrated attentiveness to the material.

I emphasized to the class that this activity was not graded but intended as a practice opportunity to prepare for the upcoming quiz. This method effectively combined low-stakes practice with immediate feedback, enabling students to identify gaps in understanding while building confidence in applying course concepts.

Implementing this practice had a significant positive impact on student learning, motivation, and engagement. By creating a low-stakes environment that mimicked a quiz, students were able to focus on understanding and applying the material without the pressure of grades. The immediate feedback provided during the review session allowed students to identify misconceptions and correct their understanding, which not only reinforced key concepts but also encouraged a growth mindset. Requiring students to actively write and share their responses on camera fostered accountability and promoted active participation, ensuring that everyone remained engaged throughout the exercise. Many students demonstrated increased enthusiasm as they saw their peers’ contributions and received constructive feedback in a supportive atmosphere. Furthermore, emphasizing the value of this exercise as preparation for graded assessments motivated students to take the activity seriously, bridging the gap between practice and performance. Overall, this approach enhanced their confidence and deepened their engagement with the material, laying a strong foundation for future success.

" At first, I was very intimidated, and now I enjoy this class the most I like how engaging this class has been. " O. S.

" Thank you for implementing different ways for us to learn, for an online class, I was not expecting this." F. I

Although all FLC activities were very helpful, there were two that stood out for me the most.

Demonstration Videos of effectively teaching and even the ones that needed adjustment. It indicated to me how students can perceive professors by their tone and body language. It also can set the tone for the entire semester if professors come across as intimidating. I also enjoyed the practice and reflection concept. I tested this with my students this semester. When I timed them in preparation for a quiz, seeing them reflect and hear their answers helped me to see where they were with the subject matter. This was very helpful.

CTL "Observe and Analyze"

What I realized from the Observe and Analyze session is that no matter what subject we are teaching we can all relate on so many things we see with our students. Finding support and community within our cohort was a refreshing new perspective. It wasn't so lonely when we shared each of our struggles and I appreciated the validation and support.

Evidence of Instructional Change

This image is a small snippet of instructions given and playing a game that randomly calls out the students who participated in this activity. This allows for a randomization rather than student self-select.

We brought the "soil" lesson to life by bringing the soil into the classroom. Students brought their soil from home and discussed all the details about their particular soil. In the image, a student puts the soil into the camera for others to see it up close.

I enjoyed this particular module as I learned a lot on ensuring equitable and accessible learning environment. As seen on my examples I applied different ways of incorporating this throughout the semester.

Practice and Reflect on: Plan to implement Syllabus leading to the first day of class.

Plan to Implement_Reflection Mod1_GJR.docx

Course Syllabus: ENVS 10_ FA24_Syllabus.pdf

Faculty Bio

Helloooo Hornets!

Welcome to Environmental Science (ENVS) 10, I am your course instructor for the semester! In this course, I plan to make sure you are exposed to a variety of topics related to the field of environmental sciences. I plan to do this through lectures, active class participation, small group engagement, assigned readings, in-class and assigned discussions, and more. I look forward to learning from you as well. I gain much from the students who take my courses and hope to gain an understanding of where I may be able to help you along your path. Early in the course, I will be assigning a video introduction project that will enable me to modify certain elements of the class to meet your interests and goals. I watch each video from my students whether they are introductions or for weekly assignments, each video is a lot of fun and I enjoy them. I want you to know that I am here for questions relating to the course, navigating college, discussions around career aspirations, or anything else that will support your experience in the course. Get ready to learn about natural disasters, why the soil is so important, oil spills, LA smog and so much more!

Please look at the module that covers the required course text and the steps you will need to take to get started. Until then I will see you in the online world!

Prof. Johnson-Reyes or Prof. G

I am deeply committed to advancing diversity, inclusivity, and environmental justice, combining my multidisciplinary background to drive meaningful change. With a foundation in Environmental Analysis and Design and a Master’s degree in Cell Molecular Biology, I’ve gained valuable experience across the private sector and medical field. I am passionate about mentoring students, fostering growth through tailored learning styles, and inspiring the next generation of leaders to embrace innovative, inclusive approaches to problem-solving

This work was supported by:

National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335

US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061

US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012

*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.