GYC

1. GYC Greening Your Curriculum

2. PopulationGrowth Our planet faces unprecedentedchallenges ClimateChange Electrifi-cationofEverything Earth Digital Economy RisingCosts Peak Oil EnergyPoverty AgingInfra-structure

3. The Green Economy Source: TNEP (2005)

4. Understanding Green Workforce Training Needs

6. GYC Learning Objectives

7. We need to be at the center Green Communities Green Workforce Green Campuses • Benefits to: • Students • Communities • Employers Your College Green Curriculum Sustainability Centers Local Foods Renewable Energy Energy Efficiency

8. Leveraging the Power of Community Colleges: How Many People Can We Reach? • The 48 Community Colleges of Illinois welcome more than 1 million students through their gates each year with over 650,000 enrolled in certificate programs • The IL Community College system is the third largest in the USA • Our colleges will drive the green economy through: • Green workforce training and certification • Green curriculum • Green small business support • Campus demonstration • Community engagement • Community Colleges are central to growing our state’s green economy

9. Vision To position the Illinois Community College System as a global leader in transforming education and the economy for a sustainable future Green Curriculum Green Communities Green Campuses Green Careers Make sustainability a guiding principle for all institutional practices, promote successful initiatives that reduce energy use and the environmental impact at campuses, and enable colleges to serve as sustainable demonstration sites for teaching and community engagement Serve as regional and sector partners for mobilizing community and employer engagement, fostering community education, and supporting action for environmental sustainability Identify, develop and expand quality green job/career training for students and workers, effectively informed by community and employer partnerships (balance demand/supply) Provide assistance and training to Illinois community college faculty to integrate sustainability and green economy content into most disciplines and in general education programs

10. The world is notwaiting for us… Sweden EU China US Italy Japan / Korea Middle East • Brazil Australia South Africa New Zealand

11. Music industry transformation GYC is here Courtesy Dan Rogers, Bearings Branding

12. But...Potential students are not askingfor these things... (they neverdo)

13. ™ When the pace accelerates, those who hesitate... Music Newspaper Television Bookselling Banking Telecom Courtesy Dan Rogers Bearings Branding

14. CCSU* Chose These Steps to Develop a Successful Program • Step 1: Secure Buy-In From Senior Leadership • Step 2: Form A Committee of Key Stakeholders • Step 3: Find A Starting Point • Step 4: Determine Environmental Sustainability Baseline • Step 5: Raise Awareness of Prior and Current Successes • Step 6: Develop Recommendations • Step 7: Chart a Course of Action • Step 8: Implementing Sustainability Initiatives

15. Sample Lesson Plans How to Incorporate Sustainability Into a Public Speaking Course Require that the Informative Speech be on a topic related to sustainability. This would allow students to still have some choice in their topic, but would require that they conduct research on a sustainability issue. Informative speeches require research and are to present factual information to the audience. Students would learn more about sustainability through their research and preparing the speech. They would also learn about other sustainability issues from listening to other students’ speeches. Require that the Persuasive Speech be on a topic related to sustainability. Again, students would still have some choice in their topic. The persuasive speech requires even more research than the informative; thus giving students an even greater understanding of a particular sustainability issue. When students are researching the issues surrounding a persuasive speech topic, they are instructed to also familiarize themselves with the opposing viewpoints. This enhances their understanding of the debate surrounding an issue. Again, students would learn more about sustainability through their research and preparation. They would also learn about other sustainability issues, possible the pro and con of some, through listening to other students’ speeches. Require that the Group Project focus on solving a sustainability issue/dilemma. Students would work in groups to prepare a persuasive presentation focusing on solving a sustainability issue/dilemma. The assignment would require extensive research, team work, and not only require students to investigate the facts, but to come up with a solution to a problem. This would be the most advanced of the assignments, but would results in the greatest amount of learning about sustainability issues. Students would learn from doing their own work, would learn from the work of the other group members, and would learn from listening to the other group presentations. Primary Sources: CQ Research. The library has hard copies of this Congressional Quarterly publication. It contains articles on various issues, including sustainability issues, and offers commentary after the article on both sides of the issue. Opposing Viewpoints. This online database is available through the library. It has an alphabetical listing of a variety of controversial issues, including some sustainability issues, and provides articles on each side of the issue.

16. Sample Lesson Plans Sustainability is the possibility that humans and other life flourish on Earth forever. Possibility is only a word about bringing forth our of nothingness something we desire to become present, but possibility may be the most powerful word in our language because it enables us to visualize and strive for a future that is not available to us in the present. . . . Sustainability is ultimately a story about a world of flourishing and care. – John Erhenfeld, Director, International Society for Industrial Ecology Nursing 252 – Advanced Nursing Applications I Cancer and the Environment Known and Probable Carcinogens What is a carcinogen? How do researchers determine if something is a carcinogen? Laboratory studies Epidemiologic studies Who determines how carcinogens are classified? International Agency for Research on Cancer (IARC) National Toxicology Program (NTP) Environmental Protection Agency (EPA) Center for Disease Control’s National Institute for Occupational Safety and Health (NIOSH) Food and Drug Administration (FDA) Role of the American Cancer Society (ACS) Known carcinogens International Agency for Research on Cancer “Carcinogenic to Humans” Agents and groups of agents Mixtures Exposure circumstances National Toxicology Program 11th Report on Carcinogens “Known to be Human Carcinogens” Probable carcinogens International Agency for Research on Cancer “Probably Carcinogenic to Humans” Agents and groups of agents Mixtures Exposure circumstances National Toxicology Program 11th Report on Carcinogens “Reasonably Anticipated to be Human Carcinogens” Cancer Clusters What is a cancer cluster? What are the characteristics of a true cancer cluster? Who investigates cancer clusters and how is this done? What are the possible outcomes of a cluster investigation? What should I do if I suspect a cancer cluster? Case Study: Cancer Cluster Learning Activity Select one item from the list of known human carcinogens and one item from the list of probable human carcinogens from the following website: http://www.cancer.org/docroot/PED/content/PED_1_3x_Known _and_Probable_Carcinogens. Research the items and answer the following questions and/or respond to the following statements : (1) Where can this item be found? (2) What short-term and/or long-term impact does this item have on the well being of humans/animals/environment? (3) What, if anything, can be done to reduce this item within our environment? (4) In addition to physiological and psychological ramifications, investigate the legal, political, and/or social impact this item has upon the environment. (5) List a strategy (ies) that an individual can do to make a difference in the reduction of this item in the environment.

17. Sample Lesson Plans • Infusing Sustainability in English 131 • Classroom/Office • Because I have the opportunity to interact with so many students in my classes, I try to share with them small practical things they can do in their daily lives to support sustainability. I share with them what I have begun to do both in my office and at work to reduce my carbon footprint and encourage them to do the same: • Go paperless – Put materials on electronic reserve. • Turn off light when leaving class/office. • Turn off computer or put in hibernate mode when not in use. • Use single space and reduce margins to conserve paper. • Recycle brochure, catalogs, junk mail, old tests or unclaimed student papers etc. • Encourage students to use bottles that are refilled. • Course readings •  In this class, I find it relatively easy to infuse information on sustainability. Reading materials that are not in the textbooks are placed on an electronic reserve list and can be accessed via college website. This saves me the trouble of copying articles over and over again and also provides easy access to the students. I will often use as sample essays those that highlight a green issue or a topic pertaining to the environment. Because this is a writing class, I encourage my students to research and write about topics that get them thinking about sustainability. Here are two examples: • Cause/Effect Analysis – Read, analyze and write paper on the following topics • Recycling • Public or shared transportation • Buying local • Home gardening • Energy efficient cars • Incorporating solar power into homes/business • Argumentation • Show portion of video “Inconvenient Truth” or “Super-size Me”. • Drilling in the US for oil. • Should recycling be mandatory? • Should the government tax builders/developers who cut trees? • Should sustainability manufacturing be mandatory?

18. Successful Videos

19. Sustainability in the Curriculum www.aashe.org • Academic programs related to sustainability • Courses on 'campus sustainability' • Campus Case Studies on Curriculum • Sustainability course inventories • Syllabi • Student Research Papers on Curriculum • Sustainability Discussion Forum on Curriculum • Curriculum-related Papers and Presentations given at AASHE 2008 • AASHE Blog Posts on Curriculum • Directory of AASHE Business Members Offering Education Products or Services • Sustainability Curriculum in Higher Education: A Call to Action (pdf)