assessing sustainability: departmental and programmatic … · 2013-02-04 · connecting student...
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Assessing Sustainability: Departmental and Programmatic Learning Outcomes
EMSA Division Meeting: January 30, 2013
Angela Hamilton, Education and Student Programs Coordinator Heather Spalding, Sustainability Leadership and Outreach Coordinator
Agenda
• Connecting Student Affairs and eustainability education theories
• Sustainability: core competencies for students
• Integrating sustainability learning outcomes (LOs)
• Measuring progress
• Creative possibilities and case studies
• Resources
Institutional Context: PSU’s Campus-wide Sustainability LO
Students will be able to:
• Describe the environmental integrity, economic vitality, and social equity
aspects of sustainability and give examples of how they are interrelated.
• Explain how sustainability relates to their lives as citizens, workers, and
individuals, and how their actions impact sustainability.
• Describe the roles of individuals and institutions in decision-making
processes that impact sustainability.
• Learn to apply concepts of sustainability locally, regionally, and globally by
engaging in the challenges and solutions of sustainability in a broader context.
• Evaluate proposed solutions to problems considering their environmental,
social, and economic impacts.
Sustainability Models
Connecting Student Affairs and Sustainability Education Theories The Call of the Times:
"The Right to be Responsible for the
Common Good" -- Douglas Cohen, US Partnership for Education for
Sustainable Development (personal communication, November 12, 2010)
Behavior Change and
Transformative Learning
Connecting Student Affairs and Sustainability Education Theories - Living Systems Principles
Nested Systems
Networks
Dynamic Balance
Cycles
Flows
Development Image Source: http://www.ecoliteracy.org/essays/ecological-principles
CAS Standards for Student Leadership Programs - Competencies
•Foundations of Leadership
•Personal Development
•Interpersonal Development
•The Development of Groups, Organizations, and Systems
Council for Advancement of Standards, 2009
Sustainability embedded throughout….but not clear enough. Missing ecological perspective.
Connecting Student Affairs and Sustainability Education Theories - Systems-based Competencies
Nested Systems
Networks
Dynamic Balance
Cycles
Flows
Development
PC - BASIC: Explain the values and processes that lead to organizational improvement
PC - BASIC: Explain the effect of decisions on diverse groups of people, other units, and sustainable practices ACPA-USP: Collaborate, network, develop alliances and coalitions, build teams
PC - ADVANCED: Create a culture that advocates the appropriate and effective use of feedback systems (e.g. 360 feedback processes) for improving individual leadership and team performance
PC - INTERMEDIATE: Advocate for change within the division that would remove barriers to student and staff success ACPA-USP: Tolerate ambiguity and cope effectively with change
CAS: Civic and community engagement ACPA-USP: Make ethical decisions which incorporate responsibility to self, community, and society
CAS: Shared leadership and collaboration ACPA-USP: Listen to others and incorporate their ideas and perspectives
Connecting Student Affairs and Sustainability Education Theories - Felt Sensation & Awareness
Nested Systems
Networks
Dynamic Balance
Cycles
Flows
Development
Feeling open to new developments unfolding; appreciating that which was not there before; awe; curiosity; wonder.
Connecting across difference; learning through diversity feeling part of the web of life.
Feeling attuned to the cycles and seasons of life; active (expressing-creating), resting (reflecting-integrating)
Feeling open to change and being changed, open to new influences and ideas, and to letting go what is no longer needed.
Belonging; feeling part of a larger whole; feeling co-responsible for that which is smaller and larger than us.
Feeling seen and heard; compassion; empathy; honesty; transparency.
(Adapted from Widhalm, 2011)
Connecting Student Affairs and Sustainability Education Theories - Change Agent Abilities
“In order to be a successful sustainability change agent, an individual must have the following:
1. Knowledge of the environmental, social, and economic issues related to
sustainability (understanding);
2. A value system and self-concept to support and undergird the actions of a
change agent (motivation); and
3. Change agent abilities (skills).”
ACPA-USP, 2013
Sustainability - Earth as Context & Planetary Boundaries, Holistic Sustainability
Connecting Student Affairs and Sustainability Education Theories - Taxonomies
Source: http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg Source: Fink, 2005
Fink's Taxonomy of Significant Learning Bloom's Taxonomy
Additional Theories of Interest
• Ecological Theory (Brofenbrenner)
• Relational Leadership Model (Komives & McMahon)
• Social Change Model of Leadership (Astin)
• Sustainability Leadership Model (Ferdig)
• Learning Organization (Senge)
Source: http://www3.uakron.edu/schulze/610/lec_bronf.htm
Integrating Sustainability Learning Outcomes
• Focal areas: attitudes, behavior, skills and knowledge
• Begin with your program’s current LOs – strengthen
with whole systems and ecological lens
• Integrate learning activities
• Self-assessment and reflection
• Recognize: This is an ongoing learning process
Sustainability Leadership…
Builds resilience Emerges and evolves
Integrates
Reflects
Transforms
Collaborates
Creates feedback loops
Explores
Embraces complexity and uncertainty
Inspires
Persists
Values multiple perspectives
Assessment Practice – PSU’s EMSA Division
Our LO Creation Process
Winter 2010 Summer 2011 Fall 2011
Spring 2012
2013
Machedo, 2012
Sustainability Leadership Center LOs
Themes:
• Knowledge & Awareness
• Civic Engagement
• Building Relationships and Systems
• Leadership & Change Agentry
• Life Purpose
Lesson learned: Incorporate “Ecological”
Core Staff Interns SVP SSLC EcoReps SLC Average: Totals:
Knowledge and Awareness improve improve improve good good good N/A
Exposure to a variety of sustainability
initiatives and topics improve good improve good good improve N/A
Deep understanding of interdependence
between social, ecological, and economic
issues improve improve improve good good improve N/A
Confidence as a role-model for sustainable
lifestyle choices strong good good strong strong good N/A
Ability to imagine and strive for an inclusive
and socially-just world that appreciates
multiple sustainability perspectives improve good good strong improve improve N/A
Civic Engagement good improve improve strong strong good N/A
Can channel knowledge of critical global
issues into action at the local and
organizational level good improve good strong strong good N/A
Greater understanding of higher education
sustainability movement strong improve improve good strong good N/A
Engagement and connection with place;
connected by leaving a legacy and
contribution ? ? ? strong strong ? N/A
Building Relationships and Systems good improve good strong strong good N/A
Enhanced ability to create networks and build
relationships improve improve strong strong strong good N/A
Stronger support network and community strong improve strong strong strong strong N/A
Practice using collaborative facilitation and
group dynamic skills strong improve improve strong good good N/A
Prepared to identify common ground between
different issues and viewpoints strong improve good good strong good N/A
Able to self-reflect, accept feedback, and be
adaptable good improve good strong strong good N/A
Leadership and Change Agentry ? ? improve ? good not able to measure N/A
Experience creating programs, projects and
events ? ? ? ? strong not able to measure N/A
Ability to inspire action in others ? ? ? ? strong not able to measure N/A
Life Purpose good good good good strong good N/A
Supported balancing priorities and
maintaining an appropriate workload improve good good good strong good N/A
Enhanced autonomy and self-determination good good good strong strong good N/A
Clarity about career options and life purpose good good good good good good N/A
Measuring Progress
• Briefing book entries
• Assessment
o General surveys
o Participation rates
o Journals
o Group discussions and interviews
o Evidence of action and change
Creativity and Unexpected Connections
How can sustainability strengthen…?
• Global perspectives
• Wellness
• Gender equity
• Connection to campus
• Power and privilege
• College success
• Retention
• Career “success”
Case studies • Women’s Resource Center
• Campus Recreation
• UHRL
• Student Leaders for Service
Coming Soon: Student Leadership Rubric
Outcomes:
• Ecological Thinking
• Impact of Human Systems
• Personal Connection and Interdependence
• Applying a Whole Systems Lens
Examples of Learning Activities
• The Story of Stuff and life cycle analysis
• Ancient Futures: Learning from Ladakh
• Northwest Earth Institute discussion courses
• Sustainability event theme or co-sponsorship
• Integrating and reflecting on green events checklist
• Sustainability tour
• Interactive exercises
• Leadership model/theory discussion
Resources • ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners:
http://www.naspa.org/programs/profdev/default.cfm
• ACPA/US Partnership "Change Agent Abilities Required to Help Create a Sustainable Future":
http://www.myacpa.org/task-force/sustainability/docs/Change_Agent_Skills_and_Resources.pdf
• Center for Ecoliteracy - Ecological Principles: http://www.ecoliteracy.org/essays/ecological-principles
• Council for the Advancement of Standards in Higher Education - Standards for Student Leadership Programs:
http://www.cas.edu/getpdf.cfm?PDF=E86F4088-052E-0966-ADCB25F2A9FE7A70
• Fink, L. D. (2005). Integrated course design. IDEA Center, 42.
• Widhalm, B. (2011, March). Educators as architects of living systems: Designing vibrant learning experiences
beyond sustainability and systems thinking. Journal of Sustainability Education, 2, ISSN 2151-7452. Retrieved
from http://www.jsedimensions.org/ojs/index.php/jse/article/view/43
