Post on 15-Aug-2020
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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?