Course Code, Name, Level and Enrollment: ESS261H1, Earth System Evolution, second-year undergraduate, between 45 - 99 students.Learning Outcomes: recognize key fossils and explain what these fossils tell us about paleo-environments; discuss key concepts of the fossil record; contrast past ecological environments; convey information multimodally (in writing and via annotated sketches).Other Notes: attached files include an academic integrity checklist created by Lisa Tutty.Notes from the course instructor: In previous years, students were asked to print hardcopy 60 x 90 cm posters. Many students did not pick up their posters after grading so now students produce and submit an electronic version only. This electronic poster can be displayed in our main Earth Sciences classroom, a room with several large screens to which separate laptops can be connected. A similar assignment has been used in ESS105 (a distribution course for humanities and social science concentrators) in which students are asked to combine scientific and ethical aspects of a geoscience issue into a poster project. In this course, students are provided with web links (at least one on the scientific angle and one on an ethic angle) and then need to find additional information. Detailed rubrics are provided in order to specify how projects will be assessed.This assignment allows students to engage deeply with a course-related topic by reviewing a recent primary peer-reviewed article and a linked secondary newspaper story. The output of the assignment, a small poster or folio, focuses on written summary but also requires visual representation of key ideas. To encourage discussion, students are able to prepare the poster in pairs. During a class session, students/pairs present an "elevator talk" with their folio projected in front of the class in order to share their findings
