Transcript Slide 1

Greening
Your
Curriculum
Pilot Program
Deborah Renville and Bert Jacobson
October 2010
Many other resources that you can draw
on for your courses or your continued
interest in sustainability will be available
at
http://www.igencc.org/home/gyc
http://www.aashe.org/resources/programs.php
http://www.TheSEEDCenter.org
http://www.asle.org/
Six Modules
1.
2.
3.
4.
5.
6.
Defining Sustainability
Developing Ecological Literacy
Social Equity/Environmental Justice
The Emerging Green Economy
Developing a Capstone Project
Thinking Globally, Acting Locally
Module One
Setting the Stage for Sustainability:
Defining Sustainability
Objectives:
Upon completion of this module, faculty
participants will be able to develop course learning
activities that will promote student abilities to:
1. Define Sustainability
2. Discuss sustainability in relation to a
particular course learning activity
Syllabus Organization
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Core Tenets
Learning Objectives
Integration with current course
Supporting Data—Core concepts
Risks and Challenges/Reasons for Hope
Curriculum Examples, Resources and References
Student Engagement
This PowerPoint presentation
Brainstorm
Take 5 minutes and brainstorm by
yourself what you believe to be the
definition of sustainability.
Discuss as a Group
Read
• Top 10 Myths about Sustainability
• The Difficulty in Defining
Sustainability
11
Your Carbon Footprint
http://www.myfootprint.org/
Write a Reflection
• How do you feel sustainability connects to
your curriculum?
Discuss as a Group
http://www.igencc.org/wp-content/uploads/2010/09/Mod1DefiningSustainability-Resources.pdf
The Wombat
http://globalcommunity.org/flash/w
ombat.shtml
Module Two
Developing Ecological Literacy:
Understanding the Ecological Crisis,
Causes, and Imperatives
Objectives:
Upon completion of this module, faculty
participants will be able to develop course learning
activities that will promote student abilities to:
1.
2.
3.
Describe human impacts on a variety of Earth life
support systems
Translate these concepts into their current course.
Discuss systems thinking, the interconnectedness of
environmental systems, and the human impact upon
these systems.
Brainstorm
Take a few minutes write down what
ecological literacy means to you.
Discuss as a Group
“Higher education now has a challenge bigger
than any other it has ever faced because
humanity is at crossroads without historical
precedent.”
--Dr. Anthony Cortese, President,
Second Nature
Global Perspective
life supporting resources
declining
consumption of
life supporting resources
Courtesy of Debra Rowe, President
U.S. Partnership for Education for Sustainable Development
rising
"If it can't be reduced, reused,
repaired, rebuilt, refurbished,
refinished, resold, recycled or
composted then it should be
restricted, redesigned or removed
from production."
-Ecology Center, Berkeley
24
Why is Sustainability
so important
1. HOT: Climate change
2. FLAT: Human presence on a global
scale
3. CROWDED: Unprecedented growth in
population and consumption
4. All living systems in long term decline
at unprecedented and accelerating rate
(Hot, Flat, and Crowded, Thomas L. Friedman)
Some Facts
• Freshwater withdrawal has almost doubled
since 1960 and nearly half the world’s
major rivers are going dry or are badly
polluted (New Internationalist, no. 329)
• 11 of the world’s 15 major fishing areas and
69% of the world’s major fish species are in
decline (State of the World, Worldwatch
Institute)
Consumption over last 100+ Years
We have used up about:
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Half the topsoil
Half the oil
Half the rainforests
Third of all natural gas
Third of all coal
Dominant Inaccurate Human Beliefs
of the Old Worldview
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Humans dominant species separate from environment
Resources free and inexhaustible
Technology the answer
Earth can assimilate all wastes
All human needs can be met by human means
Individual success independent of health of communities, cultures
and ecosystem
vs.
Updated Worldview of Sustainabilty
Green Washing
Used to describe the act of
misleading consumers regarding the
environmental practices of a
company or the environmental
benefits of a product or service.
Walmart Commercial
http://www.youtube.com/watch?v=h
f65xUKRCuk&feature=player_embed
ded
MAC Commercial
Esso Commercial
http://www.youtube.com/watch?v=
mVpEauWmGeQ&feature=player_em
bedded
Clean Coal
http://www.youtube.com/watch?v=0
bcRgnIcntI&feature=player_embedde
d
Break into Groups
Which commercials are green and
which are green washing and why?
Write a Reflection
• How do you feel Ecological Literacy connects
to your curriculum?
Discuss as a Group
http://www.igencc.org/wp-content/uploads/2010/09/Mod2DefiningEnviProblem-Resources.pdf
Let’s Go Fishing
http://www.cloudinstitute.org/games/
Slide #38
Module Three
Social Equity and Environmental
Justice
Objectives:
Upon completion of this module, faculty
participants will be able to develop course learning
activities that will promote student abilities to:
1.
2.
3.
4.
Define Social Equity, Environmental Justice, and the
Triple Bottom-line
Discuss social equity, social justice, and social paradigm
shifts in relation to sustainability.
Identify opportunities for student civic engagement
around local, regional, and global issues.
Discuss regionally appropriate responses to meeting
basic human needs.
Brainstorm
What does ‘social equity’ or ‘social
justice’ mean to you? Take a few
minutes and write something down.
Social Equity/Social Justice
Focuses on the individual,
community, corporate, and
government responsibility to
develop, implement, and monitor
practices that are fair and objective.
A general definition of social justice is hard
to arrive at and even harder to implement.
In essence, social justice is concerned with
equal justice, not just in the courts, but in
all aspects of society. This concept
demands that people have equal rights
and opportunities; everyone, from the
poorest person on the margins of society
to the wealthiest deserves
an even playing field.
Environmental Justice
“We all have a right to a clean and safe
environment where we live, work, play
and go to school”
--ASPEN
Discuss as a Group
Overview
The production of goods and services results in the
production of environmental pollutants and hazardous
waste.
– Operational and abandoned industrial facilities
– Landfills
– Incinerators
– Sites for treatment and storage of wastes
This waste and pollution often is left behind for
communities to deal with.
Overview
“Data suggest that people of color and lowerincome groups are exposed to these hazards
with greater frequency and magnitude …
segments of the population are not equally
exposed to hazards in the environment.”
– The Reporter’s Environmental Handbook
Overview
“Urban environmental problems are threats to present or
future human well-being, resulting from human-induced
damage to the physical environment, originating in or
borne in urban areas.”
–David Satterhwaite, “The Links Between Poverty and the Environment
in Urban Areas of Africa, Asia and Latin America” (1999)
History
The Cuyahoga River in Cleveland caught fire because it was so filled with oil and
debris. Fires raged on the river in 1868, 1883, 1887, 1912, 1922, 1936, 1941, 1948,
and in 1952. The 1952 fire caused over $1.5 million dollars in damage. It wasn’t
until another fire in 1969 that the country took notice of the environmental
problems plaguing Ohio … yet river pollution continues today.
Cuyahoga River Fire Nov. 3, 1952. Cleveland Press Collection at Cleveland State University Library.
Plain Dealer photo of reporter Richard Ellers from Cleveland.com.
History
The environmental justice movement was started by individuals,
primarily people of color, who sought to address the inequity
of environmental protection in their communities. It is
grounded in the struggles of the 1960s Civil Rights Movement.
Yet the Office of Environmental Justice wasn’t established until
1994.
Today, policies such as the Clean Water Act and Clean Air Act
regulate pollution. But there’s a lot of cleanup and regulation
still needed.
Problems Today
Urban areas are subjected to a variety of environmental problems. This is due
to a variety of factors, including:
– Location—the areas where poor people can afford to live are often
undesirable pieces of real estate because of their proximity to industrial areas,
exposure to high air or water pollution, and/or the likelihood of damage by
natural hazards
– Lack of political power—low-income and minority communities often lack the
political power to fight for a cleaner living environment or to obtain
environmental services they may be lacking
– Lack of money—without money, residents of many urban areas can’t pay for
what’s needed to mitigate environmental impacts (using pumps to evacuate
flood waters, getting out of the city when air pollution is severe, or drinking
only bottled water in the case of contamination)
[Source: Sustaining Cities: Environmental Planning and Management in Urban Design by Josef
Leitmann (McGraw-Hill 1999)]
Beyond the City
Beyond local urban problems, urban areas often cause
greater problems for other parts of the country. That’s
because cities are sources of greenhouse gases and are
key users of ozone-depleting substances.
And all that waste generated in cities has to go somewhere!
Problems in Low-Income Cities
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Low coverage and poor quality of water supply and sanitation
Inadequate drainage and frequent flooding
Infrequent solid waste collection
Water pollution from poor sanitation
Ambient and indoor air pollution from low-quality fuels
Open dumping and mixing of solid wastes
No hazardous waste management
Uncontrolled land development and pressure from squatter
settlements
• Recurrent natural and man-made disasters with loss of life
and property damage
In Higher-Income Cities
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Good water supply, with some concern for trace pollutants
Good sanitation, drainage, and solid waste collection
High levels of effluent treatment to reduce water pollution
Ambient air pollution primarily from vehicles
Controlled landfills with incineration and/or resource recovery
A shift in emphasis from treating to preventing hazardous wastes
Regular use of environmental zoning
Good emergency response capacity for natural and human disasters
Top Problems
The biggest urban environmental problems fall
into three main categories:
– Pollution from urban wastes and emissions
– Access to environmental infrastructure and
services
– Resource degradation
Indoor Air Pollution
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Formaldehyde—which is related to building materials, including pressed-wood
products, carpets, upholstery, permanent-press clothing and draperies, paints,
coating products. It can cause range of problems including headaches, dizziness,
nausea, skin irritation, and difficulty breathing.
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Lead—from old lead-based paint, candlewicks, soil, and water pipes. It has been
called “the nation’s number one preventable environmental threat to the health of
children.” As many as one million U.S. kids have elevated levels of lead in their
blood. At highest risk are minority and low-income children who live in older or
rundown housing with lead-based paint.
Lead can cause problems in the brain, central nervous system, blood cells, and
kidneys, may be stored in the bones, and can delay physical and mental
development, lower IQ, and cause shortened attention spans and behavioral
problems.
Indoor Air Pollution
Asthma is a chronic lung disease that affects an estimated 15 million Americans and
may result from indoor air pollution. Outdoor air pollutants including ozone, sulfur
dioxide, and particulate matter are also asthma triggers.
Statistics have shown racial and socioeconomic disparity in the prevalence and
severity of asthma in the United States.
“The asthma prevalence rates for African Americans, children living in lower income
households, and inner-city populations are all markedly higher than the national
rates. … African American children are four times more likely than white children
to be treated for asthma in an emergency room and are hospitalized for asthma
more than three times as often as white children. Most strikingly, the death rate
from asthma among African American children in 1993 aged zero to four years was
six times the rate among white children the same age.” –The Reporter’s Environmental
Handbook
Water Pollution
Water pollution in cities often stems from municipal and industrial
discharges. Case in point:
A shallow marine area off the New York/New Jersey coast is the site of the
world’s most intensive ocean dumping site for dredge soils, industrial
waste, and sewage sludge. Some 8.6 million tons of waste are dumped
into the area off the mouth of the Hudson River each year, and storms
have caused some of this sludge to move inland, contaminating Long
Island and New Jersey beaches and shellfish beds, resulting in disease
outbreaks.
Drinking and bathing in polluted water has been linked to a variety of
ailments including diarrhea, cramps, nausea, headaches, skin lesions,
developmental problems, and even cancer.
What About Solutions?
Urban areas that are suffering from these environmental problems can be
reenergized. On solution: sustainable development.
“A principal tenet of the vision of sustainable
communities is a commitment to becoming
socially just, equitable, and accessible to all
racial, cultural, age, and income groups.
Sustainable communities work to ensure social
opportunity and access to essential services for
all members, to tolerate and encourage diversity,
and to minimize the separation or isolation of
income and racial groups.” –The Ecology of Place by
Timothy Beatley and Kristy manning (1997)
What About Solutions?
Essential elements of sustainable urban development include:
• extensive use of vegetation to filter pollution, prevent the "heat island,"
effect and capture carbon dioxide
• purification and recycling of all water and waste
• 100% supply of renewable energy
• a sustainable food supply which does not deplete nearby lands and grow
as much as possible with city limits
Revitalization projects across the country are showcasing how sustainable
communities can work, but there’s a long way to go if urban areas are
truly going to become sustainable.
Exercise
Walmart moves into a poor
community. What are the social
justice implications—good or bad?
Discuss in small groups for 15
minutes.
Think About It
• Does your current teaching challenge students
to identify areas of social inequity? If so,
how? If not, what can you do to encourage
this kind of thinking?
• What do you believe to be the most important
aspects of social justice? Which aspects are
you most likely going to include in your future
curriculum?
Discuss as a Group
http://www.igencc.org/wpcontent/uploads/2010/09/Mod3SocialEquityEnvironmentalJustice-Resources-1.pdf
Module Four
The Emerging Green Economy
Objectives:
Upon completion of this module, faculty
participants will be able to develop course learning
activities that will promote student abilities to:
1.
2.
3.
4.
Define the emerging green economy as it relates to our
regional workforce needs.
Discuss key elements that contribute to sustaianble
economic development.
Distinguish between new or emerging green career
pathways and retraining existing occupations.
Act as change agents, entrepreneurs, advocates,
consumers, and employees.
Iowa Lakes Community College
Discuss as a Group
What are some green economy/
green jobs in our area?
What is a Green Job?
Green Jobs and Green Collar Jobs
have a positive influence
on the environment.
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What is a Green Job?
Another key tenet of the green job definition
is that it must be good for people as well as the
planet:
“The ‘people’ part means workers in green-collar
jobs must be paid a family-supporting wage, have
safe working conditions, and have opportunities for
career advancement…”
--Ada McMahon
What is a Green Job?
“Pushing a broom for $7 an hour doesn’t count
as a green-collar job, even if it’s a solar panel
factory you’re cleaning.”
Ada McMahon
What Do I Need to Know about
the New Green Economy?
1. Everyone interacts with the planet and the ecosystems we
depend upon for life.
2. Everyone has an important role to play in helping to create
a sustainable future.
3. Some of the most crucial green jobs haven’t been created yet,
so you have to understand the green economy to predict it and
contribute to its strength.
4. This is not just about green jobs, but green thinking, systems
thinking, and creating effective change.
5. Schools have a unique and important role that requires new actions.
Where are the Green Jobs?
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Where are existing jobs?
Where will new jobs be?
What are the job categories?
Who will get the jobs?
What are the skills required to do these
jobs?
Green Jobs
Recycling
Renewable
Energy
Community Outreach
Student Activities
Curriculum Development
Market Transformation
The Market Transformation
A clean/green economy - starting with maximizing
energy and resource efficiency – will:
• stabilize and reduce energy costs,
• reduce chronic air pollution,
• strengthen the economy by shifting expenditures for
energy to investment in innovation
• improve national and international security by reducing
reliance on fuels from unstable and sometimes hostile
parts of the world
• provide 10 million net new jobs in the next 5-10 years and
• restore US technological and economic leadership.
---from Dr. Anthony Cortese
We are on the threshold of an enormous
new wave of innovation
called the Green Economy
Just as CCs played a crucial but reactive role
in the IT revolution (90s), we know that this
time around CCs will need to be ahead of the
curve, acting as a driver and catalyst for the
emerging green economy.
Conceptual and stylised representation of waves of innovation
Source: TNEP (2005)
Understanding Green Workforce
Training Needs
New and Emerging Green
Job Training
Greater Demand for Existing
Occupations
Re-Training Existing Occupations
Air Process Technician
Air Quality Technician
Alternative Financing Specialist
Ambient Air Monitoring
Asbestos Abatement Worker/Supervisor/Inspector
Aquatic/Terrestrial Habitat Technician
Billing Analyst/Rate Analyst
Biofuels Processing Technician
Biohazard Technician
Biological/Chemist Lab Technician/Analyst
Biosolids Management Technician
Boiler Technician
Botany/Biology Technician
Building Control Operator/Systems Technician
Building Systems Automation Technician
Buying/Selling Energy Technician
Carbon Offset Analyst
Carbon Sequestering Technician
Carbon Trading Specialist/Analyst
Chemical Hygiene Officer
Climate Change-Adaptation Analyst
Climate Change Mitigation Analyst
Cluster System Operator
Coal Gasification Technician
Coal Miner
Coastal Zone Management Technician
Code Inspector
Cogeneration Technician
Combustion Technician
Commissioning Technician
Compliance Officer/Specialist
Crop Yield/Biomass Analyst
Decomposition Technician
Desalination Technician
Direct Digital Control Programmer
Disaster Site Technician
Drinking Water Lab Technician
Ecological Footprint Analyst
Ecology Technician
Efficiency Specialist
Efficient Landscaping Technician
Emergency Planning Technician
Emergency Preparedness & Response Trainer
Emergency Response Technician
Energy Assessment Technician
Energy Analyst
Key:
Energy Auditor
Energy Broker/Trader
New Jobs
Energy Contracting Specialist
Increased Demand
Energy Crop Farmers
for Existing Jobs
Energy Efficiency Specialist
Energy Efficient Building Construction, Project
Engineering & Implementation Technician
Energy Portfolio Planner
Energy Project Developer/Manager
Energy Resource Manager
Energy Regulation Specialist
Energy Specialist
Energy Technology Program Specialist
Environmental Database Technician
Environmental Education & Outreach Technician
Environmental Management Systems Technician
Environmental Regulatory Technician
Environmental Site Assessor
Ergonomist
Exploration Technician
Field Services Technician
Fire management Technician
Fisheries Technician
Forestry Technician
Fuel Cell Technician
Fuel Testing/Verification Technician
Generator Technician
Generation and Utility-scale Construction Technician
Geology Technician
Geospatial Technician
Geothermal Technician
Global Equity Specialist
Graywater Systems Treatment Manager
Greenhouse Gas Emission Specialist
Green Power Technician
Green Product Specialist
Ground Water Remediation Systems Technician
Hazardous Materials Technician
Hazardous Waste Technician
Health & Safety Technician
Health Physics/Radiation Safety Technician
Home Energy Rater Technician
Horticulture/Landscape Technician
Hydrology/hydropower Technician
Incentive Auditing
Industrial Hygiene Technician
Industrial Pretreatment Operator
Industrial Process Specialist
Industrial/Municipal Wastewater Treatment
Operator
Infrastructure/Construction Technician
Inorganic/Organic Contamination
Instrumentation Technician
Irrigation Technician
Landfill Technician
Land Survey Technician
Land Use Planning/Redevelopment Technician
Lead Abatement Worker/Supervisor/Inspector
LEED Technician
Legislative Aide
Lifecycle Analysis/Product Stewardship Technician
Lighting Specialist
Loss Control/Prevention Representative
Maintenance Technician
Marine Science Technician
Measurement & Verification Technician
Mine Reclamation Technician
Mobile Lab Technician
Mold/Mildew Remediation Technician
Natural Resource Technician
Nonpoint Source Pollution Technician
Nuclear Fuel Enrichment & Reprocessing Technician
Nuclear Reactor Technician
Nuclear Waste Technician
Ocean Power Technician
Oil & Gas Exploration Technician
Oil & Gas Field Technician
Oil & Shale & Tar Sand Processing Technician
Operations & Maintenance Technician
Parks & Recreation Technician
Performance Monitoring/Continuous
Commissioning Technician
Permaculture Design Technician
Permitting/Licensing Technician/Specialist
Plan Reviewer/checker
Procurement & Tracking Technician
Program/Project Coordinator
Public Safety/Security Officer
Purchasing Agent/Sales Rep (utility/private)
Quality Assurance/Control Specialist
Range Technician
Recycling Technician
Regulatory Affairs Technician
Renewable Energy Site Assessment Tech
Renewable Energy Systems Installer
Renewable Energy Maintenance Technician
Remediation Technician
Resource Conservation/Efficiency Manager
Risk Management Technician
Safety Coordinator
Safety & Health Auditor
Safety & Health Trainer/Industrial Trainer
Safety Specialist
Sample Collection & Prep Technician
Sanitary Survey Technician
Site & Building Exterior Manager
Site Safety Manger
Smart Growth Technician
Soil Conservation Technician
Soil/Geotechnical Properties Technician/Analyst
Solar Photovoltaic Technician
Solar Resource Assessor
Solar Thermal Technician
Solid Waste Technician
Source Sampling Technician
Storm-water Management Technician
Subsurface Disposal Technician
Supervisory Control & Data Acquisition Technician
Surface Water Technician/Operator
Sustainability Coordinator
Sustainability Educator/Trainer
Sustainability Systems Analyst
Sustainable Design Technician
Sustainable Process & Procedures Manager
Surveyor/Site Assessor
Tertiary/Advanced Wastewater Systems Technician
Testing/Commissioning Technician
Transmission & Distribution Technician
Transportation & Logistics Specialist
Transportation Source Technician
Treatment, Storage & Disposal Facility Technician
Underground Storage Tank Technician
Uranium Prospector
Urban Agriculture Technician
Utility Scale Renewable Energy Installation
Technician
Waste Reduction Technician
Waste-to-Energy Technician
Wastewater Collection System Technician
Wastewater Lab Technician
Water Conservation Technician
Water Resources Technician
Water Rights Technician
Water Security Technician
Watershed Management Technician
Watershed Protection Technician
Water Supply/Distribution Technician
Water Supply Quality EducatorTrainer
Well Drilling Technician
Wellhead Protection Technician
Wetlands Technician
Wildlife Technician
Wind Resources Assessor
Wind Turbine Technician
Understanding Green Workforce
Training Needs
New and Emerging Green
Job Training
Greater Demand for Existing
Occupations
Re-Training Existing Occupations
1. Key to increasing market
integration of new innovations,
stimulating new jobs
and business growth
2. Improves market competitiveness
New Building Control Strategies:
Occupancy sensor driven temperature
Setbacks
Storing and Integrating New
Green Fuels: Biodiesel
Reusing cooking oil to fuel
trucks
Funding, Installing and
Maintaining Ground Source
Heat Pumps
Managing Green Cleaning and
Green Custodial Services
Organic Landscaping
And Ground Managements
Green Laboratory
Management
Urban Agriculture, Organic
Community Gardening Projects
Waste Reuse
Getting Local
Produce to market
Waste Reduction and
Recycling
Green
Office
Practices
Audits: Waste, Energy, Water
Green Purchasing Practices
Residential Green Living
Green Hospitalities
Green Finance and accounting:
Life Cycle Costing
Green Building
Management
Energy Modeling,
Daylight Modeling
Behavior Change
Programs: Social
Marketing
Deconstruction,
demolition waste
recycling
Green HVAC
Green Interior Design
Green Pluming
The Role of Community Colleges in the
Emerging Green Economy
Green Economy is already expanding significantly,
driven by:
- increasing consumer demand,
- venture capital infusions,
- and federal and state policy reforms.
“Community Colleges are the fulcrum on which this
whole transition is going to be made.”
--Van Jones, Oct. 19, 2008
Leveraging the Power of Community Colleges:
How Many People Can We Reach?
Almost half of all undergraduate
students in the USA are now
studying at Community Colleges !
There are over 1100 Community
Colleges in the USA = 6.7 million
students
Community College
enrollments are
growing at a faster pace
than University
enrollments
Community Colleges are central to our nation’s future
success in the Emerging Green Economy
Write a Reflection
• How do you feel the Emerging Green Economy
connects to your curriculum?
Discuss as a Group
http://www.igencc.org/wp-content/uploads/2010/09/Mod4GreenEconomy-Resources-1.pdf
Module Five
Developing a Capstone Project
Objectives:
Upon completion of this module, faculty
participants will be able to:
1. Develop course learning activities
that will promote students’
sustainability literacy.
2. Collaborate with other faculty in
developing course assignments
Given what we’ve discussed and the
resources which will be sent to you
electronically, begin to think about
creating one well-developed
sustainability assignment for one of
your courses.
Are you currently introducing sustainability
into any of your courses?
Discuss as a Group
Module Six
A Call to Action:
Thinking Globally, Acting Locally
Objectives:
Upon completion of this module, faculty
participants will be able to develop course learning
activities that will promote student abilities to:
1.
2.
3.
Develop and integrate connections between our daily
choices and a variety of local and global implications of
these choices.
Discuss examples of local stakeholders on the campus
and in the community that contribute , collaborate,
influence, and engage in sustainability in our local
environment.
Sense the world in a new way.
Use the campus and community
as a resource
• What is this place?
• How is it used?
• What could this mean to your
curriculum for students?
Use the campus and community
as a resource
• What is this place?
• How is it used?
• What could this mean to your
curriculum for students?
Discuss as a Group
http://www.igencc.org/wpcontent/uploads/2010/09/Mod5
-ThinkingGloballyActingLocallyResources.pdf
Capstone Project
Creating a Sustainability Assignment
Capstone Project Assignment
• Create one well-developed
sustainability assignment for one
of your courses
• Include an objective and an
assessment tool.
Capstone Project: Creating a
Sustainability Assignment
I. Title:
II. Course Student Learning Outcomes supported by this
assignment
III. Learning Outcomes- this assignment
IV. Description of the Assignment (Critical Thinking Skills of the
assignment– an important part of teaching our students about
sustainability)
V. Method of Assessment
Complete a course evaluation
(to be sent on-line)
We can choose
a sustainable
future
Congratulations
for all you will do
in the future.