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Disciplinary Trends In Sustainability EducationAs Interpreted by STARS Gold Participants
Makayla J. Bonney MS Candidate, GeographySouthern Illinois University
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Overview• Background• Research Questions• Results• Using STARS as a research tool• Looking Forward• Question and Discussion
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Background• Liu, 2011: AASHE 2006-08 Sustainability Across
Curriculum Leadership Workshop study
• Literature both within and outside the discipline identifies geography as a “highly appropriate home for sustainability studies”, however, the geography community has not developed a lead role in sustainability education
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NCSE Findings• 2012 Census of Sustainability Education Programs
(degrees, minors, certificates)
Administrative Location
Proportion
Multi-unit Program 38%
Department 25%
School/College 11%
Center/Institute 11%
Other 15%
Discipline/Field Proportion
BA/Mgmt. 25%
Enviro. Studies, Sci., Mgmt.
16%
ENGR/Tech 13%
Ag./Hort. 12%
Architecture 10%
Natural Resources/Ecology
5%
Planning 5%
Public Policy 4%
Geography 3%
Other (Anth., Chem., Econ., Edu., Geosci., Law, Tourism)
7%
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Background
Research Questions:
1. How do Gold rated STARS participants approach sustainability education?
• What roles does Geography have in sustainability education?
2. What is the applicability of STARS as a research tool?
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• What is Geography’s role?
• Are Business, Environmental Science leading?
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Methodology• Focus: Gold rated institutions (n=48)
• 18.4% of all STARS institutions• Minimum score to achieve Gold: 65• Average score of dataset: 67.45
• Sustainability Focused Courses
1. Distribution of Sustainability Focused Courses in Institutions which offer Geography (n=23)
2. Distribution of Sustainability Focused Courses in all Gold Institutions
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Middlebury CollegeRating Score
Gold 66.9
Education and Research 73.70%
Co-Curricular Education 17.5 / 17.75
Curriculum 26.69 / 51.00
Research 25.80 / 27.00
Operations 50.23%
Planning, Admin., Engagement
65.36%
Innovation 4 pts.
CurriculumSustainability Focused Courses
Course Total
32 757Geography 3 (n), 9.3%
Environmental Studies (Interdisc.)
6 (n), 18.6%
ETC.
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Methodology Contd. • Course groupings by discipline
• Business: includes Administration, Management, Leadership• Minority Studies: includes Africana Studies, Women’s Studies,
Native American Studies• Architecture: Structural and Landscape• Engineering: Civil, Environmental, Structural• Biology: Ecology, Plant Biology, Microbiology • Other: University-specific program, outliers
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ResultsInstitution
Sustainability Curriculum
Lead Department
# of Departments hosting majority
American University 17% INTL. Studies 2
Appalachian State U. 27% TECH 3
Ball State U. 1% ARCH 3
Middlebury College 24% ENVS 4
New Mexico State U. 29% AG 5
Northern Arizona U. 17% FORST 4
Oregon State U. 15% ECON 4
Portland State U. 2% PLAN 4
The U. of Arizona 15% GEOG 4
U. Colorado Boulder 9% ENVS 4
U. Iowa 8% GEOG 4
U. Denver 25% BUS & ADMIN 2
U. New Hampshire 19% NREM 3
U. Northern Iowa 18% UCOL 4
U. Wisconsin Stvns. Pnt. 23% NREM 2
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Results
Discipline/FieldAverage Proportion of Courses
Architecture 16%*
Earth Science (Unclassified)
11%
Forestry 12%
Fish and Wildlife 12%
Geography 12%
Global or Intl. Studies 16%*
Natural Resource Environmental Management
28%*
Planning 11%
• Average discipline involvement across all schools
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Discipline Breakdown ComparisonAverage Role At Individual Schools; Frequency Across All Schools
ANTH
ARCH
BIO
BUS
ECON
ENGR
ENVS
EARTH SCI (Unclassified)
FORST
FW
GEOG
GOVT/Polisci
GOBL or INTL Studies
HEALTH
HIST
NREM
PHIL
PLAN
SOCY
Other
40% 20% 0% 20% 40% 60% 80% 100%
4%
16%
7%
8%
5%
8%
9%
11%
12%
12%
12%
2%
16%
3%
3%
28%
2%
11%
3%
4%
73%
20%
87%
67%
93%
67%
67%
20%
20%
20%
80%
80%
27%
73%
73%
20%
47%
27%
60%
100%
% of Total Sustainability Curriculum
Frequency for All Schools
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Outliers
• Ball State University
Architecture, 35%
• American University
Global Studies, 39%
• University of Wisc. Stevens Point
Nat. Resource Mgmt., 42%
Discipline/FieldAverage Proportion of Courses
Architecture 16%*
Global or Intl. Studies 16%*
Natural Resource Environmental Management
28%*
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Using STARS Data As A Research Tool
• Limitations• Reporting inconsistencies• Course sum inconsistencies• Dead links• Course department/discipline not listed
• Solution: Calling institution’s STARS liaison• Data cleaning• Flagging feature (did not use)
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Limitations Contd.: Definition of “Sustainability Focused Course”
Looking Forward: STARS 2.0
STARS 1.2 ER 6
• Sustainability focused courses: concentrate on the concept of sustainability including its social, economic, and environmental dimensions, or examine an issue or topic using sustainability as a lens
STARS 2.0 AC 1
• Sustainability courses: the primary and explicit focus is on sustainability and/or solving one or more major sustainability challenge (e.g. the course contributes toward achieving principles outlined in the Earth Charter).
• Foundational courses• Application of sustainability within
a field (usually interdisciplinary)• Courses providing
skills/knowledge directly related to solving or understanding sustainability challenges
Increased Accountability FeaturesFlagging featureEntry spot-checking
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Looking Forward• Next Step in Research:
1. “Bulk up” Geography-offering schools data-set via phone calls, emails
2. Analyze remainder of Gold-rated institutions
Does departmental size, department influence at institution, department budget correlate to proportion of sustainability course offerings?
Does institutional mission contribute to sustainability course offerings?
What is the future for sustainability courses? What is the role of stakeholder demand?
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Background
• National Geographic and Geography Education Standards• 1984: Five Themes of Geography• 1994: Geography Education National Standards Project
• Two Perspectives of geography education:• Spatial and ecological
• 2011-Present: Daniel Edelson, VP Education• Geoliteracy: required an understanding of:
• Interactions: Human and natural systems• Implications: forward thinking, cost v. benefit• Interconnections: Place, systems thinking, global perspective