Teaching Materials


SEED-related courses offered at UCSC

EE80J Renewable Energy Sources

Follow link to see syllabus: http://www.soe.ucsc.edu/classes/ee080j/Spring11/

Hands-on labs in Renewable Energy Sources (EE80J)
These labs are already developed and were tested for the first time in Spring 2009. A paper summarizing some of the results is being finalized. The class does not require any background in science or engineering. All relevant physics is taught in the first couple of weeks. We typically have 150 students, who come from all campus divisions and range from freshman to senior students. We have done some preliminary work to develop an advanced lab with the same equipments for students with basic math and physics background who want to do more elaborate experiments.

Design steps learning exercises  in Sustainability Engineering and Practice (EE80S)

Here is a link to the EE80S Pre/Post instruction survey. It will open to a Google form.

Click on EE80S lab of choice. File will download as a .pdf. The first page of the file is a table of contents, followed by the rest of the lab’s documents (facilitation guide, readings, and links).


Interdisciplinary student projects

We have developed a framework for interdisciplinary student projects in large classes in all of our sustainability courses. The idea is to complement conventional lectures with hands-on, community-driven projects to be undertaken by multidisciplinary teams of students. This will create links with the local community and allow students to see how sustainability principles are implemented in “real-life.” The team projects also provide an opportunity for students in different majors to interact and learn from each other. We are developing a manual for instructors, as well as other useful resources, such as a list of potential topics and examples of good projects, for students. The manual will include guidance for different mentors (university staff, local businesses, government employees, etc.) who want to be involved in the student projects. We expect that the program will benefit from local community involvement, the extent of which will vary by individual, ranging from minimal involvement (e.g., suggesting real-life project topics and related references) to substantial involvement (e.g., weekly meetings with the student groups and input in the project evaluation).


SOCY 115

War of Currents

Impact Designs: Engineering and Sustainability through Student Service (IDEASS) 

IDEASS is a three-quarter service-learning course and internship program that is designed to support students in developing as change agents with the skills needed to confront the sustainability challenges that will define the 21st Century. IDEASS students develop sustainability projects within their areas of interest cooperatively with community mentors and experts in the field. Science, technology, engineering and mathematics are critical aspects of this interdisciplinary approach. During fall quarter, students develop a project plan, and winter and spring quarters are spend implementing and evaluating projects. Throughout, students are trained in the professional and technical skills need to plan, implement  and evaluate projects.

IDEASS Fall (2011) Fall Syllabus

During Fall Quarter, IDEASS students work closely with their teammates and project mentors to develop a project plan. Class sessions focus on developing skills for project planning and evaluation.

IDEASS Winter (2011)  IDEASS Winter & Spring 2012 Syllabus


During Winter Quarter, student teams  focus on implementing  and  designing evaluation plans for their projects. Class sessions focus on developing quantitative skills for project implementation and evaluation, as well as professional skills that enable students to be success in their work.

IDEASS Project Skills Matrix

STEM Learning

Oral and Written Communication Skills

Project Management

IDEASS Spring (2011) IDEASS Winter & Spring 2012 Syllabus

During Spring  Quarter, student teams continue project implementation and apply their evaluation plans to measure impact. Class sessions focus on developing quantitative skills for evaluating results as well as oral and written skills that enable students to communicate about their work.

Project Planning

STEM Learning

Oral and Written Communication Skills

2010/2011 Instructors

  • James Barsimantov, Lecturer Environmental Studies Department, UC Santa Cruz
  • Tamara Ball, SEED Postdoctoral Scholar, Lecturer Education Department, UC Santa Cruz

SLC Teaching Materials: Agroeology and Sustainability Labs

  • Environmental Studies 130L Lab Activity PDF(needs to be uploaded)
  • Light Transmission and the Vegetative Canopy PDF
  • On Farm Energy Use PDF (needs to be uploaded)

UCSC-SEED Assessment Tools

San Jose State Curriculum Modules / Labwork / Assignments

  • Exploring Facets of Urban Sustainability with Web-Based Maps and ArGIS.com

Urban Sustainability GIS Mapping Lab

Ocotillo Wind Energy project

Still in Development

  • Assessing Environmental Impacts: An Intro to CEQA and the Initial Study Process
  • Flood Hazard Analysis: Flood Insurance Rate Maps 101
  • Urban Sustainability Mapping (in development)
    • Exploring Cities with Google Earth
    • Mental Mapping Your Neighborhood: Assessing Urban Sustainability
    • Other modules in development
  • Short sustainability-related assignments used in URBP 142 / 240 on various components of urban sustainability (still in development)
    • Evaluating Growth Management Plans
    • General / Comprehensive Plans and the Natural Environment: How Well Are They Working
    • Surf Your Watershed
    • Assessing New Urban Developments
Hartnell Curriculum Modules
EcoDesign Lab – Instructor Version (also used at UCSC in the Workshops for Engineering and Science Transfers Orientation Program)

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