Abstract: A partnership between a university and local arboretum was expanded to include the campus library as a collaborator. Instead of having sustainability-themed programming between the two institutions focus on just the environmental components of the Sustainable Development Goals (SDGs), a library brings attention to literacy and information access across all aspects of the partnership. We share two public programs held between our university and an arboretum with strong involvement by the library in the development and execution stages, thereby increasing the connections across the SDGs and progress towards the 2030 agenda.
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Abstract: Staff members play an important role in guiding students through living lab sustainability projects at Harvard University. Since there are significant opportunities for co-curricular learning in these settings, we created the “We Are All Educators” professional development workshop to empower those staff members to optimize and track student learning throughout these projects. In this case study, we will briefly summarize key principles of CCL and discuss its benefits as a tool for sustainability education in higher education. We will also describe our planning and implementation process for the workshop, the content of our training materials, and the results. Finally, we will end with key takeaways, as our workshop may be applicable to co-curricular learning in a variety of higher education contexts.
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Abstract: This study examined how placemaking curricula shaped teacher candidate (candidate) knowledge, dispositions, and skills to understand, appreciate, and sustain local diversity, as evidenced through candidate reflections and products created in an elementary teacher education course integrating civic science concepts and practices into elementary classrooms. This study explored how placemaking curricula engaged community stakeholders in meaningful shared inquiry on real-world challenges, while meeting state science education standards. Placemaking inquiry projects developed by candidates focused on soil and water conservation, and sustaining diversity in schoolyard spaces. Curricula engaged candidates in learning soil and water conservation techniques from local farmers and conservation leaders, then developing and sharing co-authored civic science children’s books on conservation topics aligned to grade-level standards. As further placemaking curricula, candidates partnered with elementary teachers and students to guide schoolyard observations, designs, and models constructed to sustain diverse abilities, cultures, and ecologies. Presentations to parents and peers celebrated shared insights.
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Abstract: Sustainability education can productively focus on concepts and/or skills, each playing an important role in preparing students to promote sustainability in society. We describe here the skills-based curriculum in an environmental sustainability practicum designed for undergraduate students. Although our curriculum provides training in numerous relevant skills, we focus here on one in particular: scenario planning. Originally developed in the 1970s by Shell Oil to develop robust business strategies in the face of future uncertainties, scenario planning is applicable to any planning domain where future conditions may be driven by the outcome of critical unknowns. For example, planning for effective community resilience in the face of climate change may depend on the degree of government support for renewable energy systems. In this practicum, students work in teams of 3-4 on the same challenge: Assess a specified human-natural system for its vulnerability to climate change in the next 20 years and develop solutions that effectively increase the resilience of the system in the face of uncertainty.
Scenario planning involves six steps: (1) Identify driving forces for future changes; (2 and 3) Identify certainties and uncertainties for future conditions; (4) Rank uncertainties by the degree to which they might affect future conditions; (5) Create a 2×2 grid of possible future scenarios based on the two most influential uncertainties; and (6) Describe the future world in each of these four scenarios. Using creative ideation techniques developed by IDEO for their Human-Centered Design methodology, students then use these four scenarios as the basis for envisioning effective strategies for promoting resilience regardless of how the critical uncertainties unfold (adaptive planning) or for influencing uncertainties to increase the probability that preferred scenarios manifest.
Abstract: In 2008 astronauts aboard the International Space Station captured an image of sunlight as it passed through the Earth’s thin atmosphere, described as the thin blue line of “all that stands between life on Earth and the cold, dark void of space.” At the center of sustainability education is a discourse of climate change and life’s demise on the planet. In this short article, the contributing role of the United Nations University’s Regional Centres of Expertise (RCEs) for sustainability education is explored with respect to community-based climate change adaptation, notably through RCE Dhaka (Bangladesh) as an example of the challenges and opportunities for climate change adaptation in one of the most heavily populated megacities of the Global South.
Continue ReadingAbstract. This study investigates whether children at an urban place-based environmental education camp can develop three dimensions of eco-character development after week-long participation: Head (knowledge), Hand/Feet (action), and Heart (care/connection). Using a community-based and inquiry-driven curriculum, campers practiced the roles of an arborist, ecologist, and environmental steward. Fifty-five Campers were assessed on all three dimensions using a 10-question pre/post-survey. An overall increase in content knowledge, relationships with nature, and motivation for pro-environmental behaviors were found. Outdoor environmental education summer camps and other out of school experiences may be the new avenue for educators and instructors to consider when trying to promote positive eco-character development in future generations.
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Abstract: Ecoliteracy can be defined as an understanding of natural systems and connections between biotic and abiotic factors within sustainable future. Green consumerism is an observable side of ecoliteracy. The aim of this study is, therefore, to examine the long-term effect of environmental education programmes intended for in-service teachers in terms of behavioural change. The teachers were joined ecopedagogy-based education programmes funded by TUBITAK (The Scientific and Technological Research Council of Turkey) in Turkey and were followed up after seven years. The methodology of the study was mixed method within a case study. Quantitative data were collected by a survey and analysed by R statistics. Qualitative data were analysed by content analysis. It was found that the green consumer behaviours of in-service teachers have improved in the long term. However, it is needed more follow up studies within different time frames and country comparison studies in the future.
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Abstract: This paper describes the outcomes of a game designed to teach advanced leadership skills, specifically influence and negotiation strategies, to current and aspiring sustainability professionals at Virginia Tech’s Center for Leadership in Global Sustainability. In the game, students assume the role of a key stakeholder and practice principle-based negotiation, conflict management, consensus building, and related influence skills needed by professionals working on complex sustainable development challenges such as the transboundary resource issues
regarding hydropower and watershed management. We collected pre- and post- survey data to assess the effectiveness of the simulation in developing students’ negotiation and influence skills. Results suggest that the training helps students develop confidence in using influence and negotiation skills and feel more competent and better prepared to serve as leaders in the field.
Abstract: Predicted changes in climate have generated interest in strategies to mitigate emissions of greenhouse gases and increase education on the topic. Our study involved an instructor-led team of 19 biology undergraduate students that aimed to quantify tree carbon sequestered on 67 hectares of a university campus forest near Utica, New York, and estimate its monetary value as a carbon offset. We identified individual hardwood and conifer trees and measured diameter at breast height (DBH) of 343 trees within fifteen 0.04-hectare sample plots during a 3-week period. We estimated total campus forest carbon to be 7,678 Mg and annual sequestration to be 82 Mg C/year. We also found additional educational value of this voluntary field research project beyond traditional ecology field exercises. Campus managers could choose to count sequestered carbon as an offset to annual CO2 emissions from campus operations. Although our campus is not eligible to sell the accumulated carbon, we calculated a one-time offset to be worth $143,397 on the voluntary carbon trading market. Future studies could benefit from the efficient sampling methodology we used to quantify carbon contained in large forest areas and increased student learning from project-based field exercises.
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Abstract: Podcasts are increasing in popularity as an educational tool in recent years, but there remains a lack of podcasts that focus on climate change. The goal of this project was to create a series of audio files that address global warming solutions in the state of Pennsylvania, with each episode based upon a drawdown solution. Project Drawdown is a nonprofit organization that models how to reach “drawdown”— the future point in time when levels of greenhouse gases in the atmosphere stop climbing and start to steadily decline. This audio collection contains new and original podcasts addressing each Project Drawdown sector of global warming solutions, such as materials and waste, electricity generation, and land use. To highlight efforts in Pennsylvania, thirteen interviews were conducted with scientists, journalists, and professionals from organizations across the state, such as Feeding Pennsylvania, Southeastern Pennsylvania Transportation Authority (SEPTA), Philadelphia Green Roofs, StateImpact Pennsylvania, and Land Air Water Legal Solutions. Named Drawing Down in Pennsylvania, the podcast collection starts with an introductory episode, then eight episodes each corresponding with one of the Project Drawdown sectors, and wraps up with two additional episodes – one titled “Hope” with messages of optimism towards achieving warming solutions from the interviewees, and a special episode that focuses on The Pennsylvania State University and its efforts toward to drawdown. The audio collection is published online, together with corresponding transcripts and supplemental materials. It is hoped that these podcasts will help inform Pennsylvania residents to make choices and to take action for a sustainable future. For residents outside of Pennsylvania, these drawdown efforts can be applied to different populations and regions. The entire podcast series can be accessed at: https://sites.psu.edu/drawingdownpa/ and is suitable for middle school through college classrooms as well as general audiences.
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Abstract: In Fall 2017, Penn State Brandywine kicked off an initiative titled Sustainovation, emphasizing programming and community collaborations through sustainability and innovation. The campus identified Tyler Arboretum as a community partner to work with to assist in advancing their education and outreach goals. Students from across the campus came together at the beginning of the semester for an initial meeting to be introduced to the United Nations Sustainable Development Goals (SDGs), to meet the community partner and to hear about the semester project of adding sustainability education to the arboretum’s fall festival Pumpkin Days. In addition, a validated survey from Biasutti & Frate (2017) was given to the students to define their attitudes towards sustainable development before working with this partner and the project. The survey addresses four sustainability constructs of Environment, Economy, Society, and Education. At the end of the semester, the same survey was given to student participants in this Sustainovation project for Tyler Arboretum. Aggregate data show that there is a statistically significant difference in student attitudes at a minimum 90% confidence level (t-test) for eight of the twenty survey statements in the constructs of Environment, Economy, and Society.
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This comparative case study of teaching and learning experience explores connected learning design principles to improve engagement in higher education and weave sustainability practice into introductory environmental science curriculum through the integration of community, place, peer support, networking, and technology. For this study teaching and learning took place in multiple settings, online and in a brick-and-mortar classroom, and in students’ communities. We set out to ask: In what ways might the implementation of connected learning principles be used to improve engagement and weave sustainability into environmental science curriculum, broaden interest in science literacy, and encourage community action in introductory higher education courses? Comparative analysis and collaborative autoethnography methodologies were utilized to compare professor experiences for analysis and synthesis of patterns. Findings suggest that connected learning curriculum can broaden access to science, improve engagement, and help weave sustainability into a variety of courses by presenting students with relevant applied opportunities, connections and critical thinking about place and community, peer support and intergenerational connections, networking, and technology. Students can also gain a sense of agency and career relevance especially important to students who might otherwise feel they cannot “do science” or make a difference in a changing world. Lastly, this approach can improve instructors’ teaching experiences by relieving time and content constraints to incorporating sustainability into other course subjects as students submit more interesting passion-driven work, and are encouraged to network with and learn from individuals (family, community, and scientists) outside the classroom they may not have otherwise sought out.
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Abstract: Reporting to the public on climate change impacts, adaptation, and mitigation requires journalists to be equipped to engage with a wide range of technical content in order to communicate it in an accessible and engaging way. Recognizing the need for journalists from a wide range of backgrounds, including those from community newspapers and radio stations in South Africa, to be able to undertake this task, the South African Department of Environment Affairs in partnership with GIZ commissioned the authors to develop and deliver a four-day climate change reporting training programme. This paper presents an overview of the structure and content of the course, and details the reflections after undertaking such an endeavor.
Based on the lessons learned, and an awareness that this kind of training may take place in the context where working community-level journalists may have a low knowledge base (of both the journalistic craft, as well as the content of climate science) the following recommendations emerge: scientific training may need to be combined with basic journalistic training (depending on the participants); learning-by-doing is central to journalists building their capacity in climate reporting training; and mother-tongue delivery of material is critical to the success of such technical training courses.
Abstract: This case study illustrates a cross-curricular learning experience, anchored in standards, where teachers and students actively engaged in co-constructed, inquiry-based learning and design thinking. The particular question this case study addressed was “How might students connect with environmental citizenship in authentic ways through media literacy experiences?” Specifically, the case study invited primary level learners to engage in a multimodal experience that was anchored in media literacy concepts and process. A pedagogical approach rooted in media literacy theory subsequently empowered students to make positive environmental changes in their communities and develop citizenship skills for the future. The project sought to develop awareness of sustainability through analysis, re-design, and production of snack food packaging. Educator reflections offer ideas for project improvement, such as producing for a wider audience, offering more choice, and making broader subject connections. This case study has implications for practice by demonstrating that, through various stages of scaffolding and integrated lesson design, young children are capable of applying sophisticated media literacy theory, inquiry, and design thinking to meet multiple curriculum standards.
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Abstract: The Green Guerrillas Youth Media Tech Collective, a community organization based in Ithaca, New York, set out to define sustainability in their own terms by giving a diverse group of local adolescents the opportunity to engage subjects of environmental and social justice through digital media production within the auspices of a unique afterschool job-training program. Interviews with youth participants and adult mentors illustrate key concepts for environmental and sustainability educators desiring to facilitate engaging learning environments utilizing multimedia. Excerpts of their interviews provide a lens into the workings of a non-formal educational environment that explicitly embraced media literacy, media arts production, and community engagement to advocate for issues of justice and sustainability while facilitating opportunities for ecological learning. This case study highlights the potential of digital storytelling to foster students’ knowledge retention, connection to nature, sense of empowerment, and ability to create positive change in their communities.
Continue ReadingThis editorial overview provides an introduction to this special Journal of Sustainability (JSE) issue devoted to water and climate change, which is being released during United Nations World Water Day 2020. The article contextualizes some of the water security risks that are exacerbated by climate change, such as increasing floods and droughts. This piece further provides a brief overview of the articles in the special water and climate issue of the JSE.
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Abstract: This program feature documents our reflections on how the work of O Grows, is, or more accurately has become, increasingly sustainability-oriented. O Grows is a non-profit, community-university partnership with the mission to leverage the local capacity in service of community food needs. Specifically, we focus here on how engagement with an increasing number of sectors of the local food system, as we work toward this mission, has demonstrated a commensurate increase in alignment with the cardinal directions of the sustainability compass—attention to Nature, Society, Economy, and Wellbeing. We have realized, as O Grows has evolved, that keeping the program going and attending to sustainability are one and the same. As such, we argue the sustainability compass is a useful heuristic not only for reflection after-the-fact but also for partnership planning.
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Abstract: The purpose of this article is to provide key aspects and learning outcomes associated with the Math of the Mountains Project. Math of the Mountains was a year long grant project that engaged 60 K12 mathematics teachers in the key concepts and applications of place-based learning and mathematics instruction. Through online coursework and peer support, a four-day immersive field experience, and teacher led field experiences, participants applied elements of PBL to create lesson activities that support real-world learning and problem solving scenarios.
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Abstract: A United Nations international collaboration between the Education for Sustainable Development (ESD) and the Principles for Responsible Management Education (PRME) resulted in the creation of Sulitest® (aka Sustainability Literacy Test) an open, online training and assessment tool freely available to higher education institutions globally. This study analyzes the effectiveness of the newly developed Sulitest® to not only measure sustainability literacy of higher education student populations, but also act as a catalyst for boosting affective learning outcomes by: (a) generating interest in sustainability-related issues, (b) improving sustainability-related understandings, and (c) enhancing students’ interests in the subject matter. In order to do so we present a two-phase, exploratory mixed-method pilot study. Preliminary results from this pilot study reveal Sulitest is a useful tool for not only assessing sustainability literacy but also spurring student interests and motivations in sustainability-related subject matters. Findings, discussion and limitations are provided.
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Abstract: This paper describes and explains findings from an exploratory, interpretative qualitative case study that examined how a residential graduate program in science education, based in a wilderness area, supported the development of citizen educators. Data collection over a three-year period included 16 in-depth interviews with administrators, faculty, and graduate students; observations of class activities and campus community meetings; and document analysis of curriculum materials. Analysis of the data revealed how the culture of the campus community encouraged students to become citizen educators.
Continue ReadingAbstract: The author examines the role and influence of a place-based Environmental Literature and Writing class on her undergraduate students’ perception of their personal position within their immediate and extended environments. Further, the author aims at gaining a better understanding of what course elements the students found particularly valuable and effective in the realization of their agency within our environmental context, and what role writing played in the students’ reflections and examinations of the complex relationships between self, nature, and matters pertaining to sustainability and the future of our natural habitats. By assessing student writing, collecting questionnaires, and conducting open-question interviews, the author explores her students’ impressions and experiences of navigating global and local environmental issues through a Humanities-based course.
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Abstract: In this article, we examine the collaborative efforts of university-employed folklorists with Waaswaaganing Anishinaabe (Lac du Flambeau Ojibwe) teachers and community leaders in what is currently known as northern Wisconsin. Focusing on the Ojibwe Winter Games—an annual weeklong event in February for middle school students that aims to revitalize traditional competitive games—we suggest that decolonizing sustainability education requires recognition that sustainability is pluralistic and culturally specific. Educators must facilitate a restorative systemic shift towards Indigenous sustainabilities through Indigenous-centered pedagogies and methods of knowledge production. In order to accomplish such a shift, our responsibility as academics and public folklorists must always be to the Indigenous communities with whom we work. We explore the role of non-Indigenous collaborators in Indigenous-led decolonization efforts, in developing educational systems that support and sustain Indigenous knowledge systems, and in the repatriation and rematriation of land, language, and culture.
Continue ReadingAbstract: Since the 1990s research has been telling us that indigenous students do better in school when they are connected to their cultures. Our experience affirms studies concluding that students who have strong connections to their culture are more resilient and have a stronger sense of efficacy.
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The educational experience described in this article was developed in the course “Social and Cultural Contexts of Teaching” for the Sociology of Education bachelor’s degree at the National Pedagogical University, Mexico. In this course, students are expected to develop favorable attitudes toward the environment. The student’s defined environmental problems made a diagnosis and elaborated a case study, to discuss concrete solutions in their community. The educational experience included several moments: framing, joint planning of individual and group activities, and development of the case study. The balance of the results of the course was favorable; the group learned to work cooperatively, mutual trust prevailed within the teams, group agreements were respected, the group goal was clearly defined, and a case study was delineated and developed.
Continue ReadingLa experiencia educativa que se describe en este artículo se desarrolló en el curso “Contextos sociales y culturales de la enseñanza” de la licenciatura de Sociología de la Educación en la Universidad Pedagógica Nacional, México. En este curso, se espera que los estudiantes desarrollen actitudes favorable hacia el medio ambiente; los estudiantes delimitaron problemas ambientales, hicieron un diagnóstico y elaboraron un estudio de caso, para discutir soluciones concretas. Desde el reconocimiento de la crisis ambiental y un problema ambiental específico, los estudiantes desarrollan un estudio de caso de un problema ambiental de su comunidad. La experiencia educativa comprende varios momentos: encuadre, planificación conjunta de actividades individuales, grupales y desarrollo del estudio de caso. El balance de los resultados del curso fue favorable; el grupo aprendió a trabajar de forma cooperativa, prevaleció la confianza mutua dentro de los equipos, se respetaron los acuerdos grupales, se definió claramente el objetivo del grupo y se delineó y desarrolló un estudio de caso.
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Abstract: For millennia, education for the Hualapai Tribal people was learned through intergenerational lessons taught with the family. This provided younger generations with the skills and knowledge needed to thrive in harsh desert environments. Over the past centuries tribal education has undergone numerous transitions. For the past twelve years the Hualapai Ethnobotany Youth Project has implemented an intergenerational learning program with the elders and youth of the tribal community to instill the centuries old knowledge that could only have been obtained through generations of experience. The program looks to new ways in modern times to teach the old ways in maintaining the continuity of knowledge that only the grandparents can remember.
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Ojibwe education is used at Conserve School, an environmental semester school, to help high school students better understand diverse perspectives on stewardship and to explore the history, cultures and place of the Northwoods of Wisconsin. In the Environmental Stewardship class, students learn about indigenous history, culture and environmental perspectives from a local Ojibwe forester. The students use this perspective to help them appreciate their place at Conserve School and explore their own environmental ethics. Students also participate in Ojibwe seasonal celebrations to better comprehend how place and people are interrelated.
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This essay describes a project in which a 4th grade class joined forces with a university class to study and produce as theatre Paul Fleischman’s Seedfolks, an inspiring story of a diverse group of community residents who transform a vacant urban lot into a wonderful community garden. In addition to the arts component, the two teachers unexpectedly found an opportunity to encourage sustainability of education when their students embarked on a pen pal correspondence.
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The Olympic Games are the ultimate mega sporting event with not only hundreds of thousands of athletes, but also hundreds of thousands of spectators, volunteers, media, and security personnel. The Olympics concentrate a large number of people in a confined space (one city or even specific areas within the city) over a relatively small period of time (two weeks), thus introducing inevitable hardship to the natural environment. This case study focuses on the challenges Rio faced in preparation to stage and host the 2016 Summer Olympics Games, and at the same time provide an environment safe to all. More specifically, the case focuses on the water quality in Rio and the associated health risks for athletes competing in the open water events. This case study provides students with knowledge about the history of environmental sustainability in the Olympics and prepares them for a career in a global industry that is increasingly focusing on and implementing environmental initiatives.
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This article focuses on ‘Hope and a Hike’ a women’s walking group in Ann Arbor, Michigan. The group uses an online Meetup to bring women together for weekly one-hour hikes which include information about a local positive conservation initiative (the hope component). It combines exercise, health gains, and social opportunity, with knowledge, positive local conservation success stories and experience in forested areas. The goal is to awaken a connection to the natural environment with hope and a desire to care and take action for the environment. Participants are women, mostly ages 35-70. This case example includes how the group relates to research on: benefits of walking in nature, awe, women, hope, connection to nature, pro-environmental actions and relational activism. Details about hope topics and ideas for expanding the hikes could be used in informal education as well as in course development.
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This article describes a sustainable agriculture workshop designed and led by Master’s students to support university-community engagement in Costa Rica. Our project had three transformative goals: 1) to empower Master’s students as educators, 2) to share food security knowledge with community youth, and 3) to strengthen our university-community relationships for knowledge dissemination. For other scholars who wish to apply principles from our Master’s student-led workshop within their local context, we describe our recommendations as well as areas for improvement regarding our three goals. Despite our workshop successes, it was a volunteer project that competed with the academic workloads of the students and the professor. We suggest that community engagement form part of regular academic obligations and courses to increase its accessibility and to provide more opportunities for Master’s students to transition into educators and practitioners before entering their fields of work.
Continue ReadingAbstract: The concept of a Green School is contested, negotiable, and complex, and this study considers stakeholders’ perspectives of this concept. A total of 21 stakeholders (principals, teachers, and parents) from three award-winning green preschools in three different societies were interviewed to discern their understanding of the notion of “green school”. The award-winning green schools were located in Bali (a developing region in Indonesia, a developing Eastern country), in Berkeley (a developed city in the United States, a developed Western country), and in Hong Kong (a developed city in a China, that that acts as a meeting point of East and West). They were selected as they are considered to be the pioneers in this field in their respected regions. Semi-structured interviews were conducted with principals, teachers, and parents at the sites over a 10-month-period. Three concepts related to the Green School, namely Green Education, Green School, and Green Building, were explored. The stakeholders were asked about their preferences in relation to having children educated inside a Green Building or receiving education utilizing a Green Curriculum. Results indicated that stakeholders’ perceptions about the Green School concept were inconsistent. However, they were aligned with the ‘green’ message that each school tries to convey. Stakeholders, regardless of their cultures, agreed consistently that they preferred preschools implement a Green Curriculum over occupying a Green Building. Implications and future directions for research on Green Schools are discussed.
Abstract: Five years after the City of Aspen Waste Ordinance went into effect, this study examines its effectiveness and current shopper behavior. The ordinance banned single use plastic bags from supermarkets and placed a $0.20 fee on single use paper bags. The policy was supported by outreach measures such as distributing reusable bags and education. Results show that single use paper bag sales per $100 of supermarket revenue ranged from a low of 0.59 bags/$100 revenue in 2012 to high of 0.78 bags/$100 revenue in 2014. This rate remained relatively constant between 2014-2016. These low values, combined with the observation that only 15% of shoppers leaving supermarkets were observed using single use bags, indicates that a substantial number of customers choose reusable bags or no bags at all. In contrast, observations made at a nearby supermarket with no bag policy in place indicated that 77% of shoppers left with single use bags. Surveys and interviews indicated that while some people initially opposed Aspen’s bag policy, the community has now generally adapted to and accepted it. These results suggest a level of success in using a policy lever, such as Aspen’s Waste Reduction Ordinance, to advance sustainable behavior.
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This case study shares a unique educational experience that combined sustainability and design education with international partnerships that sought to investigate and visually analyze relationships between housing design and water infrastructure in both Pittsburgh, PA (USA) and urban centers of Indonesia. This project built upon an existing foundation of international relationships between faculty and institutions within a consortium framework. The project used a pre-course and a faculty-led student trip to establish relationships among faculty and students based in the United States (US) and Indonesia and to determine preliminary shared research goals to be built upon for future research collaborations that can attain a deeper and longer-term relationship. Students who participated in these courses refined their visual communication skills, gained a valuable global perspective on urban water management, were exposed to participatory photography as a research tool, and were strongly affected by their cultural experiences in Indonesia. Peer work between US and Indonesian students provided opportunities for students to exchange ideas and perceptions about the observed environment, which are influenced by their familiarity and unfamiliarity with the setting. The experience of this project can serve as a primer for the sustainability educator who is interested in interdisciplinary and international educational endeavors.
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This paper describes a role-playing, negotiation “game” based on the Xayaburi Dam in Laos. We have used this activity in our graduate programs as a tool for bringing to life the complexities of decision-making around natural resources, economic development, and sustainability. Over the past several years of using the game in the classroom, we have found it to be an effective means of exposing students to the kinds of opportunities and constraints that different stakeholders face as well as the kinds of communication and negotiation tactics they might use to influence outcomes. We provide background on the real-world situation on which we based the fictional scenario for the game and discuss the learning outcomes we have observed.
Abstract
The study assesses the extent to which curriculum of secondary schools in Tanzania addresses sustainable education through integration of environmental education. Specifically, it evaluates the subjects used to deliver environmental education in secondary school. Also the study found out perceptions, challenges, and recommendations for implementing environmental education. This research adopted a case study, qualitative approach to study the subject matter in its natural settings while making sense of the contents of the subjects and perceptions of stakeholders. Cross sectional, stratified sampling involved both students from all classes, experienced teachers in geography and biology and a head teacher as well. It was found that most environmental education competencies are delivered mainly through the geography subject, and some in biology using an integrated teaching approach. Students and teachers were fairly knowledgeable and had understanding of basic environmental issues. Main challenges facing implementation of environmental education included an integrated learning approach, inadequate knowledge on environmental education, lack of support from each other and from school administration, and cultural myths and beliefs.
Abstract: The aim of this case study was to develop, apply and evaluate a science-education workshop format to communicate climate change to young people. Based on current theory in climate change communication and Education for Sustainable Development, the workshop has been applied in different contexts with more than 300 children and teenagers. A specification of the consecutive steps should help practitioners to use the workshop in their contexts. While results of the application of the workshop should give an insight into what can be expected from the workshop, an impact assessment of the participants who took place in the workshop outlines the effects it has on students. This paper does not only provide hands-on advice on how theoretical climate change communication knowledge can be translated into action, it also outlines the impacts of the described workshop.
Continue ReadingIn 1999, the National Association of Social Workers (NASW) in the United States published a policy statement on the environment that acknowledged the social work profession’s apparent “lack of interest” in environmental issues, and called for a new urgency among social workers to address the challenges of pollution, environmental contamination, and resource depletion. Despite this call for urgency and the increasing certainty of widespread social and environmental crises due to climate change, the integration of ecological concepts into mainstream social work education and practice has been slow and sporadic. Only recently have some social workers begun to openly discuss a re-centering of social work within a sustainability paradigm, emphasizing the importance of interconnectedness among humans and the natural world, interdisciplinary alliances and partnerships, and holistic justice-focused practice. This paper explores the potential for a case study assignment in a Master of Social Work (MSW) program to help make explicit connections between sustainability concepts introduced in the classroom and the practical application of these concepts in a wide range of social work practice settings. Three sample case studies from students are presented, and advantages and challenges of this pedagogical approach are discussed.
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Abstract: This case example outlines a study away experience in Costa Rica focused around the Life Principles of Biomimicry for the purpose of stimulating connection with and affection for nature. Janine Benyus (1997), author or Biomimicry: Innovation Inspired by Nature, has long been cited for her declaration that affection is conservation’s linchpin. To address the tendency of some sustainability learning to propel learners into fear and despair, this learning experience was centered around positive solutions and emotional inspiration in nature. An outline of lesson plans, assignments, and activities all designed to foster affection for nature are outlined here for other educators who wish to foster the affective domain in sustainability learning.
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Chronicling a semester-long civic engagement project, this essay explores the efforts of a senior seminar course to collaborate with a local wilderness preservation organization. The essay reflects on the role of students in their communities, their connections to wilderness, and the challenges and rewards of civic engagement.
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This case study describes the experiences developing and teaching a course entitled “Understanding Place” at the Middlebury School of the Environment 2015 summer session. The course sought to include multi-disciplinary approaches to place while simultaneously engaging students and faculty in hands-on projects across the Champlain Valley in Vermont. Rather than engaging in depth with specifics of environmental history in the Champlain Valley, however, students were asked to apply the multiple perspectives encountered in the course to develop elements of a “toolbox” related to understanding the significance of place in a world increasingly characterized by globalization and mobility. In other words, rather than learning complex details and history of a singular place, students developed perspectives for understanding, valuing, and protecting the many places where they may live throughout their lives. At the conclusion of the course students were asked to teach other members of the Middlebury community about their findings. This collaborative effort over six intensive weeks between students and faculty resulted in a creative pedagogical tool—an “understanding place cookbook”—that was shared with all School of the Environment participants, faculty, and staff. While this case study is grounded in the specific context of the Middlebury School of the Environment, it points to tools and experiences that could be useful for developing globally aware place-based education at any institution, bringing an appreciation of global stratification and inequality into localized efforts toward community sustainability and resilience.
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This case study describes an art-led environmental education project at an environmental charter high school in Minnesota. The project is a pilot of the model called Earth Systems Journey, and the theoretical approach of this model is summarized. Its goal is to provide experiential integration: a sense of self and place that are integrated with each other. The case study project, called “River Journey: Exploring the Value of the Mississippi River,” took place in the 2014-2015 school year with students in grades 9-12. River Journey takes students on a journey of their place in the local water cycle to discover how the water that flows through their school’s kitchen sink is interconnected, both upstream and downstream, to the Mississippi River through water and wastewater treatment and distribution infrastructure. Students create a GIS story map as a way to reflect on and integrate their learning and as a public educational resource. The idea of river exploration expands throughout the curriculum in the second half of the year, and another set of GIS story maps explore the river from the perspective of personal stories, population-water resource tensions, water as a strategic element in the Civil War, and ecological issues that occur along the length of the Mississippi River. Art and story inform the design of the journey and its dramatic props, including GIS, used throughout the experience.
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Medrick JSE Nov 2015 Hope Issue PDF Abstract: This article examines the purpose, design, process, and operations of Prescott College’s PhD Program in Sustainability Education. It describes how students come into the program, participate in foundational course work, operate within a cohort framework, and provide feedback and support for each person’s […]
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Abstract: Since Michael Crow, President of Arizona State University, founded the School of Sustainability in 2006, sustainability has become a central focus at the University. ASU offers both undergraduate and graduate degrees in sustainability, from Bachelor’s degree to Ph.D. level. The author, the Dean of the School of Sustainability at ASU, discusses how the University’s programs foster hope and agency among students and prepare them to address the pressing challenges of living and working sustainably. The author focuses primarily on curricular strategies and also addresses some extra-curricular strategies employed at ASU. He also discusses post-graduate employment patterns of alumni who have built upon their educational experience at ASU to become agents advancing sustainability in their work.
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The theme of stewardship, or caring for God’s creation, features prominently throughout Catholic social teaching. This Care for Creation project was designed to make students become engaged science learners who want to dig deeper into solutions when they learn about the environmental impacts caused by human choices through a lens of Catholic faith. By employing a Project-Based Science strategy and incorporating many of the themes of Catholic social teaching, students learned about climate change in a year-long sustainability education experience, shared their knowledge with their school and parish, and sponsored projects to help the poor and vulnerable of their city and abroad. This project can be used as a model for incorporating sustainability content and Project-Based Science learning into a Catholic science curriculum.
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This article briefly summarizes a body of research in which love is understood to be at the core of three primary life experiences that foster life-long care for the environment: time in nature, especially during childhood; close role models for care of nature; and participation in an organization that fosters direct learning about nature. From this foundation, family nature clubs are presented as having a fairly unique capacity to offer all of these experiences. The family nature club founded by the author, Columbia Families in Nature, is described in some detail, including photos and quotes from the participants and summary results from research on the broad effects of family nature clubs is presented. All together, the case is made that family nature clubs are a ripe opportunity for communities to cultivate connection, care, and love between people and the natural world.
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This article attempts to fill a gap in the sociological literature by detailing how I taught a sociology course ‘Society and Climate Change’. I discuss the theories I used to frame my course – Barry Commoner’s laws of nature (1976) and Patricia Hill Collin’s intersectionality (2009) – and then I present and analyze the pedagogical practices I used that attempted to put these two theories into practice by embodying connectedness through love, in order to create what David Korton refers to as an ‘earth community’ (2010).
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This paper will explore the Energy for ME program, funded by the Environmental Protection Agency and the National Science Foundation, which worked across formal and informal K-12 environments to bridge the gap between society, science, and the environment. Specifically, this article documents how Energy for ME integrates three experiential education pedagogies (place-based education, inquiry, and project-based learning) in combination with real-world electricity data in order to impact energy consumption within participating communities. Energy for ME schools and communities have saved over $135,000 in homeowner electricity costs, 900,000 lbs of carbon, and 1,000,000 kWh of energy) in electricity costs over the 3 years of the project.
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Columbia Water & Light is a municipal electric and water utility with a number of energy education programs. By hiring a full-time education and outreach coordinator, Water & Light has been able to create connections with existing audiences in the community. Historical and current programs have earned awards for the utility. Water & Light’s education programs touch on the science, math and social forces behind energy in the community through projects with adults and children alike. By addressing energy education from a number of angles, Water & Light hopes to provide the community a holistic view of their energy use and how they can improve, with a goal of increasing participation in the utility’s efficiency programs. Short descriptions of a number of programs highlight the work that Water & Light’s education and outreach team has developed over a number of years.
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Reimagining energy education involves moving beyond the basics of energy use, conservation, and efficiency toward a more robust exploration of energy. This exploration should address energy access and equity, the impacts of energy choices, and personal attitudes, beliefs, and behaviors related to sustainable energy solutions. One approach to encourage this evolution is to use a learning context that inspires educators and students to delve deeply and methodically into the social, economic, and environmental interconnections of energy issues—in other words, to learn about energy within the context of global sustainability. In this article, we share Facing the Future’s definition of global sustainability education (GSE), explain why GSE is an effective context for energy education, and use Facing the Future’s newest energy curriculum to demonstrate how GSE can be employed to develop engaging and rigorous interdisciplinary energy curriculum.
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