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Teaching Campus Sustainability After Sustainability has Lost its Buzz

Teaching Campus Sustainability After Sustainability has Lost its Buzz. Jill Lovato, Deb Paulson, Melea Press University of Wyoming. Outline of Presentation. Using Integrated Course Design (L. Dee Fink), we: Assessed the “situational factors” – What wasn’t working and why?

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Teaching Campus Sustainability After Sustainability has Lost its Buzz

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  1. Teaching Campus Sustainability After Sustainability has Lost its Buzz Jill Lovato, Deb Paulson, Melea Press University of Wyoming

  2. Outline of Presentation Using Integrated Course Design (L. Dee Fink), we: • Assessed the “situational factors” – What wasn’t working and why? • Refined and made explicit our learning goals • Used Backward design – feedback and assessment techniques  learning/teaching activities

  3. Situational Factors: Background Project-oriented course Staff input Taught once a year since Spring 2005 Upper level course with 8 to 24 students No foundational sustainability course offered at UW Experiential teaching and learning

  4. Situation Factors: Students • First time taught, • Engaged, self-motivated, intellectually curious • Projects continued after semester ended

  5. ACRES Student Farm Pokes’ Spokes Bike Library

  6. Situational Factors: Students Recent semesters, “Sustainability” is stale; cyncism about green-washing; understanding of sustainability is superficial Less motivated and/or capable of project design and management

  7. Situational Factors: Instructors and Staff • Co-taught with continuity among teaching teams • Class size has grown • Project failure due to poor planning and follow-through

  8. Course redesign intent • Intellectually engage sustainability concept • Allow more time and more guidance for project design and feedback

  9. Learning Goals:Fink’s Taxonomy of Significant Learning • Foundational Knowledge • Application • Integration • Human Dimensions • Caring • Learning How to Learn

  10. Learning Goal 1. • Theoretical/Abstract understanding of sustainability Know a brief history of sustainability Be aware of evolving nature of the concept Be able to provide a clear definition or message for campus audiences FOUNDATIONAL/LEARNING TO LEARN

  11. Learning Goal 2. • Engaging Sustainability in the community/world Apply conceptual frameworks to campus sustainability issues APPLICATION/ INTEGRATION

  12. Learning Goal 3. • Personal Values and Reflection Consciously integrate sustainability into worldview Intellectually respond to perspectives of sustainability outside their own HUMAN DIMENSIONS/CARING

  13. Learning Goal 4. • Empowerment Students will feel motivated and empowered to find solutions to sustainability challenges in their own lives and in their community. APPLICATION/ INTEGRATION/ HD/ LEARNING TO LEARN/ CARING

  14. Example of Backward Design

  15. Project Revisions • Project assessment, proposal and budget only • Submit problem assessment and proposal to appropriate staff member for feedback

  16. Foundational Concepts • Three-legged stool • Environmental vs. ecological economics • Measurement approaches • Consumption and ecological citizenship • Behavioral change • Sustainability marketing

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