weaving sustainability through the undergraduate curriculum
DESCRIPTION
Weaving Sustainability Through the Undergraduate Curriculum. Chad King, Assistant Professor of Environmental Science John Marazita, Professor of Psychology Ohio Dominican University. Educating for sustainability across the undergraduate curriculum. Which comes first: - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/1.jpg)
WEAVING SUSTAINABILITY THROUGH THE UNDERGRADUATE CURRICULUM
Chad King, Assistant Professor of Environmental ScienceJohn Marazita, Professor of PsychologyOhio Dominican University
![Page 2: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/2.jpg)
Educating for sustainability across the undergraduate curriculum
Which comes first: the culture or the courses? the courses or the programs?
![Page 3: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/3.jpg)
Overview Building a culture of sustainability Increasing sustainability education
Independent study, course projects, to new courses
Examples Outcomes Added bonuses
![Page 4: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/4.jpg)
Building a culture of Sustainability
![Page 5: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/5.jpg)
![Page 6: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/6.jpg)
![Page 7: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/7.jpg)
![Page 8: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/8.jpg)
![Page 9: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/9.jpg)
![Page 10: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/10.jpg)
![Page 11: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/11.jpg)
Reporting
![Page 12: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/12.jpg)
Identifying faculty champions
Meetings, meetings, meetings… Campus as the laboratory Course as the medium Contribution to campus sustainability as
the result
![Page 13: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/13.jpg)
Infusion across disciplines Independent study projects Course projects Research projects Capstone courses
![Page 14: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/14.jpg)
Independent Study Projects
![Page 15: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/15.jpg)
![Page 16: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/16.jpg)
![Page 17: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/17.jpg)
Course Projects
![Page 18: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/18.jpg)
Biology and environmental science
Design of a butterfly habitat Habitat restoration Proposal for a zero waste student center
![Page 19: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/19.jpg)
Political Science Moving to a green dorm Campus policies on recycling,
composting and e-waste disposal. Characterizing the university waste
stream
![Page 20: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/20.jpg)
Analysis of waste randomly sampled from dumpsters across campusYear of Study Percentage of
Recyclable Material in
Waste
Percentage of Compostable
Material in Waste
Percentage of Waste
Material in Waste
2007 29% 18% 53%
2008 44% 11% 45%
2010 50% 20% 30%
![Page 21: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/21.jpg)
Projects in research methods courses
![Page 22: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/22.jpg)
Sociology Research Methods
Surveys Student perceptions on the environment
and sustainable university practices
![Page 23: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/23.jpg)
Selected survey resultsQuestion Percentage in
agreement (sum of Agree and
Strongly Agree)Is it important for you to have access to organically grown fresh fruits and vegetables on campus?
51% yes (of those, 58% willing to pay
more)As a commuter, would you be more likely to take the bus to ODU if a bus stop was located on campus?
35%
It is important to learn how environmental issues can impact my field of study.
71%
I would be willing to pay a small fee each semester to help fund sustainability (environmental) initiatives on campus.
35% (24% neutral)
Ohio Dominican University promotes environmental stewardship.
38% (49% neutral)
![Page 24: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/24.jpg)
Capstone course projects
![Page 25: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/25.jpg)
Natural Sciences Capstone Habitat restoration and creation of a
campus nature trail. Integrated Project:
Biology, Science Education, Environmental Studies, Graphic Art and Design
![Page 26: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/26.jpg)
![Page 27: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/27.jpg)
Outcomes Management plan Advertising campaign Exercise science research: Outdoor
activity and change in body fat percentage
Baseline for long-term restoration study
![Page 28: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/28.jpg)
Psychology and the Environment
Senior capstone seminar on current issues in psychology Invitation for a research team to contribute
to a multidisciplinary sustainability project What can a psychological perspective
offer? Better understanding of the mental processes
that affect environmental attitudes, beliefs, and behavior
![Page 29: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/29.jpg)
Project Goals Descriptive: To understand relations among college
students’ environmental attitudes, beliefs and behaviors as a function of academic discipline, sex, and political preference.
![Page 30: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/30.jpg)
Project Goals Experimental: To understand how the framing of
environmental issues impacts students’ environmental attitudes
Findings discussed in terms of initiatives to educate and modify behavior.
![Page 31: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/31.jpg)
Key Findings: Environmentally Friendly Attitudes and Behaviors
Environmental-friendly attitudes was significantly stronger than engaging in such behavior.
Attitudes predicted recycling behavior Women expressed stronger attitudes
than men Democrats expressed stronger attitudes
then Republicans.
![Page 32: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/32.jpg)
Framing matters (e.g., using strong imagery, politically-charged terminology)
![Page 33: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/33.jpg)
New Courses
![Page 34: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/34.jpg)
ENG279: Conflict & Community:Reflections on the Common Good
This course will investigate our never-ending conflict with Nature… We will explore recent writings from prominent scientists and naturalists… and challenge our preconceived notions about Nature and ourselves.
![Page 35: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/35.jpg)
ENV279: Applied Sustainability
Understanding how sustainability across disciplines contributes to the common good.
Community projects: Built environment Business Transportation
![Page 36: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/36.jpg)
ART 212: Green Art A thing is right when it tends to preserve
the integrity, stability and beauty of the biotic community. It is wrong when it tends otherwise. (Aldo Leopold)
To address green initiatives in the context of art history and production… a very dynamic/kinetic class … in the community…
![Page 37: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/37.jpg)
![Page 38: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/38.jpg)
![Page 39: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/39.jpg)
![Page 40: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/40.jpg)
OutcomesBuilding a culture of
sustainability provides a platform for course
projects.
Course project may spur curricular change.
Projects and curriculum enhance campus
sustainability efforts.
![Page 41: Weaving Sustainability Through the Undergraduate Curriculum](https://reader036.vdocument.in/reader036/viewer/2022062501/56816318550346895dd39061/html5/thumbnails/41.jpg)
The Added Bonuses Complexity: Complex problems cannot be solved by
single disciplines working in isolation of one another. Authenticity: Students are energized by the direct
application/implications of their work. Motivation: Complexity + Authenticity Active citizenry: contributions to the common good Critical self-reflection: personal views, institutional
views Challenges Learning Collaboration Communication