sustainability across the curriculum · •sustainability across the curriculum . faculty response...

V I N C E N T M . S M I T H , P H D OREGON HIGHER EDUCATION SUSTAINABILITY CONFERENCE, LANE COMMUNITY COLLEGE, 2016

SUSTAINABILITY ACROSS THE CURRICULUM

SUSTAINABILITY ACROSS CURRICULA

• Integrating

sustainability across

curricula

• Mapping

sustainability

• Sustainability across

the curriculum

FACULTY RESPONSE

PROJECT-BASED LEARNING

• Simple model organizing learning around projects (Thomas, 2000)

• Projects are complex tasks based on challenging questions or problems that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended period of time; and culminate in realistic projects or presentations. (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, Michaelson, 1999)

• Transform “You will learn this!” into “What did you learn?” (Kolb and Kolb, 2004)

CRITERIA FOR PBL

• Centrality

• Driving question

• Constructive investigations

• Autonomy

• Realism

(Thomas, 2000)

VALUE RUBRIC LOGIC

• AAC&U Value Rubrics

• Teamwork

• Problem Solving

• Civic engagement

• Integrative Learning!!

• ENGAGEMENT!!

• https://www.aacu.org/value/rubrics

HOUSE EXPERIENCE

• Houses are designed for you, the engaged and

energetic student. The Houses let you team up to create

positive change, no matter what your field of study.

• SOU Houses are not buildings and not majors—they’re

new communities of learning and doing, built on

common interests, creativity, and collaboration.

• Whether you plan to major in the arts, sciences,

humanities, education, or any other SOU program, you

can apply your strongest passions and talents in a

Southern Oregon University House to make a real

difference.

• House Experience

SOU GREEN HOUSE

• Welcome to the SOU Green House

• The SOU Green House is an exciting new solution-oriented learning community here at Southern Oregon University that

will be focused on sustainability, adventure, leadership, and

applied research. Students, faculty and community

members will work together to understand and solve

problems through investigation, collaboration and action.

STUDENT PERSPECTIVES

• “My perspective on many things in this world, particularly

involving food, changed because of the lab portion of

this class. I enjoy the lessons on the many trips we went

to during this term and it should be continued.”

• “I enjoyed his power point presentations of taking real

world environmental problems and applying them to our

work in the green house. Also gave us an environmental

problem and then helped us figure out how to help fit it.”

• “All of the field trips and important

socioeconomic/environmental predicaments we face.”

• “The strong focus on practical application and the

hands on activities.”

UNIVERSITY STUDIES REQUIREMENTS

STRAND DEVELOPMENT

Foundation Strands

(reinforced throughout the curriculum)

Exploration Strands

(lower division coursework)

Integration Strands

(upper division coursework)

GreenHouse Strands

(house seminar specific)

Strand A: Communication

Strand B: Thinking

Strand C: Information

Literacy

Strand D: Quantitative

Reasoning

Strand E: Humanities

Strand F: Social Science

Strand G: Science –

Physical,

Biological, &

Computer

Strand H: Science,

Technology &

Society

Strand I: Citizenship & Social

Responsibility

Strand J: Diversity & Global

Awareness

Strand K: Sustainability,

Leadership &

Research

MAPPING SUSTAINABILITY

House Seminar

Learning Outcome

Correlation with University

Studies Goals

Correlation with SOU Core

Expectations

Demonstrate holistic

understanding of complex

sustainability issues

A2, B1, B2, B3, F1, F2, F3, G1,

G2, G3, H1, H2, H3, J1, J2, J3, J4

Student Success

Intellectual Growth

Active participation in and

commitment to campus and

community sustainability

programs

B1, B3, C4, I1, I2, J1, J2, J3, J4 Student Success

Responsible Citizenship

Confidently Leads by example

and encourages others to

become agents of change

A1, A2, A3, A4, B1, B2, B3, B4,

D3, E1, E2, E3, I1, I2, J1, J2, J3,

J4

Student Success

Responsible Citizenship

Is capable of and committed to

self-reflection, human

connection, and meaningful

relationships

A3, A4, B1, B2, C4, F1, F2, F3, I1,

I2, J2, J3,

Student Success

Responsible Citizenship

Understands personal meaning

and motivation, and embraces

diversity

A4, B1, B2, E1, E2, E3, F1, F2, I1,

I2, J2, J3, J4

Responsible Citizenship

Articulates understanding of

intention and personal impact

A1, A2, A3, A4, B1, B2, B3, B4,

D3, F1, F2, G1, G2, G3, H1, H2,

H3, I1, I2, J1

Student Success

Intellectual Growth

Responsible Citizenship

Is capable of conducting

systematic objective research

at a range of scales

A1, A2, A3, A4, B1, B2, B3, B4,

C1, C2, C3, C4, D1, D2, D3

Student Success

Intellectual Growth

Confidently uses technology

including technical data to

research and communicate to

general and specific audiences

A1, A2, A3, A4, B2, B3, C1, C2,

C3, C4, D1, D2, D3

Student Success

Responsible Citizenship

SUSTAINABILITY LAB SEQUENCE

• Friday Labs Lead Curriculum

• Monday and Wednesday Contextualize

• Assignments are Authentic

• Examples:

• Willow Witt Ranch

• Dry Creek Landfill

• Standing Stone Brewery

• Gold Ray Dam

PRIMARY CHALLENGES

• No Incentive for additional work

• Scheduling conflicts with required courses

• Lack of faculty resources

• Coordination of team teaching

• Ability to double count courses in majors

Questions?