The topic of this debate case, developed for a course in "Issues in Environmental Biology," is clear-cutting, a controversial method of harvesting and regenerating trees in which all trees are cleared from a site. Students debate the issue, assuming the roles of various stakeholders, including landowners, loggers, state foresters, soil conservation specialists, deer control specialists, and tree farm owners. After the debate, each student in the class must write an opinion paper on whether to clear-cut or not and give reasons that support their decision.

This activitiy is a lab experience where students observe, compare and classify rocks. Close examination of a variety of rocks reveals their differences and can also spark questions regarding their origins.

The discovery of a mammoth frozen in the Siberian tundra is the backdrop for this case study, which explores theories for the extinction of the great Ice Age mammals and Homo neanderthalensis. Students research evidence for and against the different hypotheses and then discuss in class the merits of each. The case was designed for use in a freshman evolutionary biology course, where it was used as the last case in the term after studying the general principles of evolution, genetics, and biodiversity. Instructors of courses in anthropology and paleontology might also find it appropriate.

In this case study, developed for an introductory environmental studies course, students grapple with the issue of air pollution, specifically the causes and effects of haze and smog as ubiquitous, persistent air quality problems that plague urban and rural areas alike. In analyzing local conditions in Minnesota, students explore the wider environmental, political, social, and human health implications of air pollution.

The essential elements of this dilemma case are based on a real-life wetland mitigation problem. A biologist with the U.S. Fish and Wildlife Service has to decide whether to improve a wetland adversely impacted by toxins or restore another site instead. He is relying on the collective judgment of an interagency team. Working in small groups, students weigh the potential risks and opportunities of each site, and make a decision as to which site has the best chance to succeed at mitigating the damage. The case was developed for advanced courses in restoration ecology, conservation biology, and wetland ecology, but also works well in an introductory environmental science course.

This interrupted case study is based on current research involving the global transport of polychlorinated biphenyls (PCBs). Students are asked to propose several hypotheses and experiments in an attempt to determine how PCBs are transferred globally. As the case unfolds, it becomes clear that the transport mechanism is more complicated than scientists first thought. The case requires minimal background knowledge and is suitable for major and non-major courses in biology, chemistry, and environmental science.

Students are presented with a short lesson on the Coulter principle—an electronic method to detect microscopic particles and determine their concentration in fluid. Depending on the focus of study, students can investigate the industrial and medical applications of particle detection, the physics of fluid flow and electric current through the apparatus, or the chemistry of the electrolytes used in the apparatus.

By simulating a public hearing, this case study requires that students sift through and organize information on pesticide use presented to them from the perspective of different stakeholders. The case asks a fundamental question, Can we do without pesticides?, and gives students an opportunity to explore the ecological, ethical, economic, social, and political issues surrounding that question. Developed for an environmental issues course, the case would be appropriate for any introductory course that addresses human-environment interactions.

The goal of this dilemma case study is to teach students about global climate change. The setting is a faculty meeting where the discussion has turned to a petition circulating in the scientific community against signing the Kyoto Treaty. Students read graphs and interpret data and consider the political, economic, and ethical issues surrounding the controversy. The case would be appropriate for use in a variety of courses, including biology, geology, chemistry, physics, meteorology, economics, political science, and ethics.

Students will raise questions about the natural world and seek answers by making careful observations about the weather. Students will measure, record and describe weather conditions using common tools, like thermometer, anemometer, rain gauge and possibly, light meter.

Cancer is usually thought to be a disease that affects individuals. But could cancer evolve to become infectious? This case follows the research on a form of transmissible cancer that is decimating the Tasmanian devil, the world's largest carnivorous marsupial. Students analyze two landmark papers that uncovered the molecular mechanism of this cancer, which is known as Tasmanian Devil Facial Tumor Disease (DFTD). Through this case, students develop an understanding of cancer, immunology, microbiology, and cytogenetics in addition to becoming more comfortable using primary research literature. The case was developed for third-year biology students in a molecular biology course, but may also be used in courses in genetics, evolution, immunology, conservation, and research methods.

Developed for a general biology course for non-majors, this case focuses on prairie habitat ecology and restoration. Jim, a young ecologist, has created a reconstructed prairie in his backyard. His neighbors don't like it and they have complained to the local building inspector. The city weed ordinance is very clear about vegetation management, and Jim has been told that he must mow his plants and keep a tidy lawn like everyone else in the neighborhood. But he feels strongly that his efforts to create a more sustainable form of landscape in the Midwest town in which he lives are being misunderstood. Eventually, Jim will have to defend his case in court. The case is presented in class as a series of PowerPoint slides (~10MB) with multiple-choice questions that students answer using personal response systems ("clickers"). It could be adapted for use without these technologies.

Projections and coordinates are key advancements in the geographic sciences that allow us to better understand the nature of the Earth and how to describe location. These innovations in describing the Earth are the basis for everything that is done in a GIS framework. Shape of the Earth is a critical starting point because in fact the Earth is not round but rather a more complex shape called a geoid. Coordinate systems are often referenced to a particular model shape of the Earth, but many different formats exist because not all coordinates work equally well in all areas. While projections and coordinates are abstract concepts in themselves, students eventually find them interesting because 1) it causes them to challenge their current ideas of the Earth's shape and 2) it is much easier to visualize these ideas for learning through interactive GIS such as Google Earth.

Most students are aware that asbestos is a health hazard, but don't know that "asbestos" refers to a variety of minerals with both useful and harmful properties. In this case, students answer questions they have about asbestos in the context of a personal injury lawsuit. They learn about different asbestos types and uses, as well as how people are exposed to and harmed by asbestos. Students apply what they learn to the lawsuit presented in the case as well as in a follow-up activity in which they weigh the risks of leaving asbestos in public buildings against the risks of removing it.

The characters in this dilemma case, representing the scientific community and government, must make a decision about whether or not to release a virulent pathogen into the environment in order to control the rapidly expanding population of European rabbits in New Zealand. As they work through the case, students grapple with the complex issues associated with introduced species and biological controls. The case was originally written for a wildlife management course taught to college juniors and seniors.

This activity is a guided inquiry investigation where students gather data on rate of water falling on erosion. Student will interpret their data, and develop a conclusion from the data. The data will lead to further questions, which can be developed by the students.

This case study follows a family's dilemma about how to save money on gasoline. Should they keep their SUV and trade in their Corolla for a hybrid sedan? Going from 28 (Corolla) to 48 (Hybrid) miles per gallon (MPG) should really save money on gas. That's a change of 20 MPG! Or, should they keep their Corolla and trade in their SUV for a minivan? The SUV gets about 13 MPG while the Minivan gets 17 MPG. Students learn how to analyze fuel efficiency in terms of "gallons per miles" driven instead of miles per gallon, and gain graphing and data analysis skills. An extension activity also relates fuel efficiency to greenhouse gas emissions. The case was developed for use in a high school general science course. It could be adapted for use in introductory physics, chemistry, algebra, or environmental science courses at the high school or college level.

In this case study, designed to help break down stereotypes about scientists and engineers, students research the personal and professional lives of researchers in their field. The case was designed for use in high school to graduate courses in a variety of scientific disciplines, including molecular biology, biochemistry, geology, chemistry, psychology, mathematics, computer science, engineering, and anthropology. In the teaching notes, the authors provide lists of scientists for each of these disciplines as well as suggestions for classroom activities that can be used in various combinations to build on the students' biographical research.

In this case, students work in small groups to analyze and critically evaluate the often political nature of news stories. The case was developed from two newspaper articles published in the New York Times and Wall Street Journal about the release of an EPA report on the state of the environment. While the New York Times article discusses White House editing of the report, which eliminated several references to the causes and dangers of global warming, the Wall Street Journal article focuses more on the report's evidence of environmental improvements. Developed for an undergraduate information literacy course, the subject matter of the case also makes it suitable for use in undergraduate level courses in environmental studies, journalism, or political science.

In this dilemma case, Congresswoman Madeline Gibson must cast her vote on the fate of the lower Snake River dams. The stakeholders in this decision represent government agencies, small businesses, large industries, farmers, local tribes, environmentalists, and sports fishermen, and include among them many of her own family members. The case illustrates the conflicts that can arise when environmental concerns force people to reconsider long-standing policies with significant benefits and often entrenched supporters. Developed for an introductory-level environmental geology course, the case could also be used in environmental as well as biology courses.