aashe 2013 case studies in educating for sustainability across the curriculum: liberal arts edition
TRANSCRIPT
AASHE 2013
Case Studies in Educating for Sustainability Across the
Curriculum:
Liberal Arts Edition
Workshop Objectiveso Welcome and Introductionso Curricular Movement Overviewo Snapshots from Dickinson, Furman, Sewaneeo Discussion and Q & A
Welcome and Introductionso Meet your neighbors…
o Meet your presenterso Lindsey Lyons is the Assistant Director of the Center for
Sustainability Education at Dickinson Collegeo Yancey Fouche is the Associate Director of the David E. Shi Center
for Sustainability at Furman Universityo Jonathan Evans is the Asst. Provost for Environmental Stewardship
and Sustainability at Sewanee: University of the South
Educating for Sustainabilityo Over 500 people, 150 institutions in leadership workshops
o Preconference workshop on the next wave of faculty development
o “We have an ethical obligation to prepare our students” Dr. Stephen Mulkey, Unity College
o “Rapid growth in environmental and sustainability higher education” Vincent, et al. 2013. NCSE Study on Curriculum Design
o Over 100 participants in liberal arts networking lunch AASHE 2013
o “Emergent vs. Adaptive models” Higher Education for Sustainability, Johnson 2012
Sustainability & Liberal Artso Holistic, systems thinking
o Invites nearly all disciplines into dialogueo Emphasizes skills of knowledge translation, integration, synthesis
o High impact educational practiceso Service learning, community-based research, internships, learning communities, place-
based learning, problem-based learningo Campus as living laboratory
o Bridges between communitieso Students/faculty and campus operations staffo College and off-campus communities
o Citizenshipo Compels reflection on how we live as individuals and as members of communities
Weissman, Neil. 2012. Sustainability & Liberal Arts: Partners by Nature, Liberal Education, 98 (4).
Case Studies
Dickinson College Furman University Sewanee
Institution Residential Liberal Arts Residential Liberal Arts Residential Liberal Arts
Location Carlisle, Pennsylvania Greenville, S. Carolina Sewanee, Tennessee
Enrollment 2,339 Undergraduates 2,662 Undergraduates 1,478 Undergraduates
Programs 42 majors + minors & certificate programs
42 majors + minors & certificate programs
36 majors + minors & certificate programs
Faculty 257 Faculty 242 Faculty 135 faculty
Sustainability Center for Sustainability Education
David E. Shi Center for Sustainability
Administrative Appointments
Sustainability at Dickinson
o Work to infuse awareness, values, and practices in campus life and community service that reinforce our sustainability goals;
o Integrate sustainability across the college curriculum, spanning the arts and humanities, social sciences and physical sciences;
o Link our efforts to expand and enhance sustainability in the curriculum to strengths in global education, sustainable campus operations and community focused co-curricular programs.
Center for Sustainability Education
o Supports activities that use the campus as a living laboratory for sustainability with academic focus,
o Helps faculty members incorporate sustainability in their teaching and research,
o Funds professional development, curriculum development & student-faculty research related to sustainability,
o Organizes speakers and events, o Serves as an information hub for all facets of
Dickinson’s sustainability efforts.
Faculty Development
o 54 faculty participants in Valley & Ridge 2008-2013o Piedmont/Ponderosa Modelo 2.5 days in May annuallyo $1,000 stipend for course creation/modification
o Thematic Workshops & Study Groups (Interdisciplinary)o Cooling the Curriculum: Climate Changeo Living in a World of Limitso Watero Asia and the Environment
Faculty Support
o Sustainability Education Fundo Curriculum Development: 25 Projects, $50,000o Professional Development: 10 Projects, $14,500o Student Faculty Research: 34 Projects, $199,300o Valley & Ridge: 54 Projects, $58,000
o Individual and Department Consultation
o Guest Speakers & Events
Across the Curriculum
o Formalized Course Designation Processo Fall 2013: 13 Sustainability Investigations (SINV) & 36
Sustainability Connections (SCON) courses in 24 departments.o Academic Year 2012-13:
o > 100 Courses offeredo 1455 students (62%) took one or moreo Class 2013- 80% took 1 or more in last two years
Successes:Across the Curriculum
o Creation of Sustainability Learning Goalso Baseline collection of assessment data
o Course Designation Processo Interdisciplinary Faculty Connectionso Internships & Researcho Baird Sustainability Fellows
o College-wide honor for sustainabilityo Seven Class of 2013o Baird Honors Colloquium (interdisciplinary)
Challenges:Across the Curriculum
o All Faculty (257); Not a Departmento Inclusiono Equality amongst divisions o Communication o Differing departmental strategies,
definitions strengths, & weaknesseso Time
o Course designation every semestero How to Assess?
o Campus-wide datao Multifaceted learning outcomes
Support:Across the Curriculum
o Administrative Supporto President & Provost
o Strategic Supporto New faculty hireso Strategic plan
o Financial Supporto Center for Sustainability Educationo Faculty development o Valley & Ridge workshopso Sustainability Education Fund
David E. Shi Center for Sustainability
• Established 2008• Housed in Academic Affairs• Mission
Curricular Integration at Furman
UNDERGRADUATE PROGRAMSOTHER CURRICULAR
PROGRAMS
Infusing existing courses
General Education
Requirement
Concentration
MajorPost-
Graduate Diploma
Osher Lifelong Learning Institute
Existing
course
modification
59
participants in
workshops
Affiliate
faculty
program
Major
research
initiatives
Humans and
the Natural
Environment
31 courses
11
departments
Environmental
Studies
(Sustainability
Studies)
Sustainability
Science
Corporate
Sustainability
Various
courses each
term including
sustainability
and
environmental
topics
Sustainability Science Major
• Intro course: Principles of Sustainability Science• Four core courses:– Environmental Science– Human Systems– Social Systems– Dynamic Systems Modeling
• Five electives from three categories:– Environmental Security– Human Security– Sustainable Production and Consumption
• Senior thesis: Research and Analysis
Sustainability Science Major
Successes
Challenges
Place-Based Capstone Project
Basic Understanding of Sustainability Principles
Local and Regional Case Studies
Analytical skillsCommunication skills
Online learning
Sustainability Certificate
Community engagement
Emphasis on interdisciplinary studies
Certificate vs MajorAdvantages• Opens up the study of sustainability to all students• Can be flexible and experimental, since it isn’t required• Can be more easily incorporated into summer programs and
involve non-traditional students
Certificate vs MajorAdvantages• Opens up the study of sustainability to all students• Can be flexible and experimental, since it isn’t required• Can be more easily incorporated into summer programs and involve
non-traditional students
Challenges• Faculty only have so much time, major duties come first• Difficult to administrate• Limited interdisciplinary expertise on a given campus• Faculty engaged in a limited number of case studies • Online learning is expensive to develop and threatening
Associated Colleges of the South (ACS) is a consortium of sixteen distinguished liberal arts colleges and universities. They are nationally recognized institutions located in the South, encompassing twelve states.
• To increase interest and participation in academic activities focused on sustainability across a specific geographic region: the American south
• To explore uses of technology in providing access to and enhancement of sustainability education offered through the member institutions of ACS
• To leverage the diversity of place-based resources and institutional expertise of faculty and staff within the ACS through collaboration to create a unique approach to sustainability education
PURPOSE
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
• Biodiversity and Ecosystem Services (6 Colleges)
Sewanee: The University of the South and Trinity University (Lead)
• Climate Change and Energy (8 Colleges)
University of Richmond (Lead)
• Environmental and Social Justice (5 Colleges)
Furman University (Lead)
• Food (6 Colleges)
Centre College (Lead)
• Politics, Economics and Consumption (5 Colleges)
Rollins College (Lead)
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
TOPICS and TEAMS
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Place-Based Capstone Project
Basic Understanding of Sustainability Principles
Local and Regional Case Studies
• Agreed upon set of learning objectives in each of the five topic areas• Online learning resources provided in ACS digital library
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Place-Based Capstone Project
Basic Understanding of Sustainability Principles
Local and Regional Case Studies
• Draws from the expertise of each college• Case studies from 50 mile radius• Non-regional case studies included• Multi-media, blended learning modules
• Agreed upon set of learning objectives in each of the five topic areas• Online learning resources provided in ACS digital library
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Place-Based Capstone Project
Basic Understanding of Sustainability Principles
Local and Regional Case Studies
• Focused exploration of one of the case studies• Takes place on an ACS campus• Involves multiple ACS faculty mentors• Summer program
• Draws from the expertise of each college• Case studies from 50 mile radius• Non-regional case studies included• Multi-media, blended learning modules
• Agreed upon set of learning objectives in each of the five topic areas• Online learning resources provided in ACS digital library
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Place-Based Capstone Project
Basic Understanding of Sustainability Principles
Local and Regional Case Studies
CERTIFICATE AWARDED
ENROLL IN PROGRAM
Engage and master learning objectives (Accomplished in variety of ways, including use of ACS online course)
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Place-Based Capstone Project
Basic Understanding of Sustainability Principles
Local and Regional Case Studies
CERTIFICATE AWARDED
ENROLL IN PROGRAM
Engage and master learning objectives (Accomplished in variety of ways, including use of ACS online course)
Engage and master several case studies using online resources
Exam on Basic Learning Objectives and Case Studies
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Place-Based Capstone Project
Basic Understanding of Sustainability Principles
Local and Regional Case Studies
CERTIFICATE AWARDED
Project Completion
Project Presentation
ENROLL IN PROGRAM
Engage and master learning objectives (Accomplished in variety of ways, including use of ACS online course)
Engage and master several case studies using online resources
Exam on Basic Learning Objectives and Case Studies
Certificate ProgramMaximizes Advantages:
• Opens up the study of sustainability to all students– Interchange of students among campuses
• Can be flexible and experimental, since it isn’t required
• Can be incorporated into summer programs and involve non-traditional students
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Certificate ProgramMaximizes Advantages:
• Opens up the study of sustainability to all students– Interchange of students among campuses
• Can be flexible and experimental, since it isn’t required– Colleges do not have to participate
• Can be incorporated into summer programs and involve non-traditional students
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Certificate ProgramMaximizes Advantages:
• Opens up the study of sustainability to all students– Interchange of students among campuses
• Can be flexible and experimental, since it isn’t required– Colleges do not have to participate
• Can be incorporated into summer programs and involve non-traditional students– Capstone in summer allows for faculty exchange among colleges
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Certificate ProgramAddresses Challenges:• Faculty only have so much time, major duties come first
– Teams that draw from within and among colleges takes pressure off individual faculty
• Difficult to administrate
• Limited interdisciplinary expertise on a given campus
• Faculty engaged in a limited number of case studies
• Online learning is expensive to develop and threatening
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Certificate ProgramAddresses Challenges:• Faculty only have so much time, major duties come first
– Teams that draw from within and among colleges takes pressure off individual faculty
• Difficult to administrate– ACS provides centralized administration
• Limited interdisciplinary expertise on a given campus
• Faculty engaged in a limited number of case studies
• Online learning is expensive to develop and threatening
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Certificate ProgramAddresses Challenges:• Faculty only have so much time, major duties come first
– Teams that draw from within and among colleges takes pressure off individual faculty
• Difficult to administrate– ACS provides centralized administration
• Limited interdisciplinary expertise on a given campus– Takes advantage of the collective expertise from 16 colleges
• Faculty engaged in a limited number of case studies
• Online learning is expensive to develop and threatening
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Certificate ProgramAddresses Challenges:• Faculty only have so much time, major duties come first
– Teams that draw from within and among colleges takes pressure off individual faculty
• Difficult to administrate– ACS provides centralized administration
• Limited interdisciplinary expertise on a given campus– Takes advantage of the collective expertise from 16 colleges
• Faculty engaged in a limited number of case studies – Takes advantage of the variety of case studies spread across the south
• Online learning is expensive to develop and threatening
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Certificate ProgramAddresses Challenges:• Faculty only have so much time, major duties come first
– Teams that draw from within and among colleges takes pressure off individual faculty
• Difficult to administrate– ACS provides centralized administration
• Limited interdisciplinary expertise on a given campus– Takes advantage of the collective expertise from 16 colleges
• Faculty engaged in a limited number of case studies – Takes advantage of the variety of case studies spread across the south
• Online learning is expensive to develop and threatening– IT resources pooled through ACS. Allows colleges to experiment with
online learning without it connecting to their curriculum
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
Sustainability in the South A Collaborative Project of the Associated Colleges of the South
PROGRESS TO DATE
July 2013: Planning meeting at Sewanee included college faculty, IT staff and administrators from 9 different colleges and ACS staff
Aug 2013: Teams assembled for 5 topic areas. Includes over 60 faculty from 15 colleges.
Sept 2013: Teams applied for Blended Learning funding from the ACS to develop online resources and case studies. Need to demonstrate capacity to large funders.
Items for Consideration
o Institution Size- How would this play out at a larger university?o Institution Mission- Focus on sustainability?o Interest- What is the breadth & depth of faculty interest and
capacity?o Funding- Is there any?o Programs- What programs already exist?o Culture- What is the nature of demand/interest in subject matter?
Discussion Questions
o How would the models presented work at your institution?
o Have you attempted any of the discussed methods for curricular integration or variations of?
o What have been the major obstacles?