Teaching Campus Sustainability After Sustainability has Lost its Buzz

Jill Lovato, Deb Paulson, Melea Press

University of Wyoming

Using Integrated Course Design (L. Dee Fink), we:◦ Assessed the “situational factors” – What wasn’t

working and why?

◦ Refined and made explicit our learning goals

◦ Used Backward design

– feedback and assessment techniques learning/teaching activities

Outline of Presentation

Situational Factors: Background Project-oriented course

Staff input

Taught once a year since Spring 2005

Upper level course with 8 to 24 students

No foundational sustainability course offered at UW

Experiential teaching and learning

Situation Factors: Students First time taught,

◦ Engaged, self-motivated, intellectually curious

◦ Projects continued after semester ended

ACRES Student Farm

Pokes’ SpokesBike Library

Situational Factors: Students Recent semesters,

◦ “Sustainability” is stale; cyncism about green-washing; understanding of sustainability is superficial

◦ Less motivated and/or capable of project design and management

Situational Factors: Instructors and Staff

Co-taught with continuity among teaching teams

Class size has grown Project failure due to poor planning and

follow-through

Course redesign intent

Intellectually engage sustainability concept

Allow more time and more guidance for project design and feedback

Learning Goals:Fink’s Taxonomy of Significant Learning1. Foundational Knowledge2. Application3. Integration4. Human Dimensions5. Caring6. Learning How to Learn

Learning Goal 1. Theoretical/Abstract understanding of sustainability

Know a brief history of sustainability

Be aware of evolving nature of the concept

Be able to provide a clear definition or message for

campus audiences

FOUNDATIONAL/LEARNING TO LEARN

Learning Goal 2. Engaging Sustainability in the community/world

Apply conceptual frameworks to campus sustainability issues

APPLICATION/ INTEGRATION

Learning Goal 3.

Personal Values and Reflection

Consciously integrate sustainability into worldview

Intellectually respond to perspectives of sustainability outside their own

HUMAN DIMENSIONS/CARING

Learning Goal 4. Empowerment

Students will feel motivated and empowered to find solutions to sustainability challenges

in their own lives and in their community.

APPLICATION/ INTEGRATION/ HD/LEARNING TO LEARN/ CARING

Example of Backward DesignLearning goals Assessment Learning Activities

Know a brief history of sustainability Be aware of evolving nature of the concept Be able to provide a clear definition or message for campus audiences

Consciously integrate sustainability into worldviewBe able to intellectually respond to perspectives of sustainability outside their own

Team quizzes on readings

Concept Map(3 progressive versions; adding personal values in later version)

Foundational readings

Student-led discussion or book presentation (assessed)

Concept Map (iterative, with team feedback)

Peer interviews – design, conduct and be interviewed (assessed)

Personal short responses

Project Revisions Project assessment, proposal and budget

only

Submit problem assessment and proposal to appropriate staff member for feedback

Foundational Concepts Three-legged stool Environmental vs. ecological economics Measurement approaches Consumption and ecological citizenship Behavioral change Sustainability marketing