environmental literacy: a lifelong learning approach

Environmental Literacy: A Lifelong Learning Approach

Claire Sweigart, J.D.

Sustainability Coordinator

Mary Beth McGrew, AIA

Associate VP of Planning + Design + Construction and University Architect

Presentation Outline

• Sustainability at UC

• Environmental Literacy Certificate– Staff Track– Student Track

• Future Developments

Sustainability at UC

Why Environmental Literacy?

• Everyone’s individual decisions have an impact

• Sustainability conversation on campus is currently limited to small group

• Broader engagement needed for real change on campus (behavioral and institutional)

Our Goals

• Raise awareness of UC’s sustainability priorities

• Spur critical thinking and creativity• Behavior change• Peer outreach• Encourage participation in other events

Our Guides• Environmental Literacy*

– Understanding of the environment

– Understanding of society’s impact on the natural world

– Individual and collective actions towards addressing environmental challenges

* Partnership for 21st Century Skills, http://www.p21.org/overview/skills-framework/830

• Adult Education*– Include opportunities to

interact and discuss– Allow for personalization

and collaboration– Maintain physical and

mental comfort in an informal atmosphere

*Knowles, M. The Modern Practice of Adult Education; From Pedagogy to Andragogy. Cambridge, The Adult Education Company. NY. 1980.

Our Approach – Staff

• Staff Track– 9 monthly meetings

each on a different topic

– Participants selected from one department

– Required to attend by supervisor in lieu of staff meeting

Staff Track Details

• 1st Group: Housekeeping Supervisors– 22 participants ranging from age 19 to 56– Mostly African Americans who lived in urban areas– All had high school diploma, some had associates

degree– Based on a preliminary questionnaire, we found a

wide variety of opinions and behaviors on environmental topics and some foundation of environmental knowledge

Example Questions

Example Questions

Staff Track Sessions• 9 Meetings:

– Introduction

– Waste

– Food

– Soil & land use

– Water

– Energy

– Chemicals

– Consumption

– Summary

• Guest Presentations:– Hamilton County Solid

Waste & Recycling District

– Landscape Architect– Professors from

Environmental Studies, Architecture, and Engineering

Staff Track Goals & Evaluation

• Our goals are to start a conversation, engage new participants, and change behaviors

• A final questionnaire was administered to gauge results

Staff Track Goals & Evaluation

Our Approach - Students

• Student Track– 7 monthly meetings

using NWEI discussion course book

– Open to anyone– Required attendance

at other events

Student Track Details

• Must attend:– 4 Lectures– 4 Film discussions– 5 Sustainability Suppers– 3 Volunteer activities– 4 More from any

category– Total of 20 events

(approx. 40 hours)

Student Track Details

• Can be completed within 1 year, but there is no time limit

• Open to students, staff, professors, community members, etc.

• Online registration system

Student Track Goals

• Further engagement with sustainability beyond mere passive attendance

• Provide more substantial benefit to attending sustainability events

Future Developments

• Staff Track– Voluntary enrollment,

but still focused on a narrow staff set

– Refinement of guest presentations

– Possible addition of 1 or 2 sessions for economics and policy

• Student Track– Determine evaluation

method– Partner formally with

Environmental Studies Department

– Engage more students from other disciplines

Contact Info

Claire Sweigart

claire.sweigart@uc.edu

Mary Beth McGrew

marybeth.mcgrew@uc.edu

www.uc.edu/sustainability

www.uc.edu/af/pdc/sustainability/get_involved/environmental_literacy.html

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