There are unprecedented environmental issues facing our planet, and today's students will need to make decisions about these issues in their civic and professional lives. Research shows that focusing on technical knowledge without also teaching problem-solving skills isn't enough to develop students' science-informed decision-making skills. This workshop will provide teaching resources that will help develop these science/ecological literacy skills in college courses. These teaching tools have been used in a large-enrollment introductory interdisciplinary science course taught at University of Nebraska-Lincoln, and have been researched extensively with NSF support. In this workshop you will be provided with resources to implement a structured-decision making framework in a college classroom that allows students to connect scientific information to a real-world problem and to consider tradeoffs around alternative solutions to socioscientific issues (such as water conservation, biofuels, wildlife protection, plastic pollution etc.). Teaching tools include support for students to find, evaluate, synthesize and apply scientific information to understanding what might happen if society chooses to engage in particular alternative solutions. These tools may be useful as a capstone project for biology, ecology, management, or environmental science courses. Sample materials will be given and participants will be guided through several examples. Research on the course has found that these activities improve students’ abilities to write arguments supported by scientific evidence, improve civic attitudes and skills, increase self-efficacy for finding and evaluating technical information and increase socioscientific reasoning.