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Please take a moment to consider the following question. When you communicate about sustainability with colleagues and stakeholders, what are some of the challenges that you face?

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Helping others understand sustainability: Tools for Curriculum Development and Instructional Design AASHE 2012 Dr. Sherie McClam, Manhattanville College Lori Diefenbacher, Webster University

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Communicating the Principles of Sustainability: The Rainbow

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Environment

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Society

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Environment Economy Politics Spirituality Environment Society Education Other

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Principles of Sustainability

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Borrowed from Facing the Future facingthefuture.org

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Interconnectness Systems Thinking Global Citizenship Cycles Importance of Place Respect for Limits Social Justice

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Interconnectedness Who planted the apple tree? What resources did the tree need to grow? Who picked the apple?

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Systems Thinking Where did the pesticides come from? Did contaminated runoff enter the water system? Did it reach the ocean? The fish we eat?

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Global Citizenship Where did the apple come from? What is the soil like there? Is there anything I can do to improve the system?

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Cycles How does the water run through the orchard? Where do the nutrients in the soils come from? Which insects help pollinate the apples?

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Importance of Place When are apples ready to be picked in my area? Does the farmer support local businesses for supplies and services? Who owns the orchard?

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Respect for Limits How much natural forest or prairie land was used to develop the orchard? How much petroleum was used to transport the apple?

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Social Justice How are workers protected from pesticides and other poisons? Do they earn a living wage? Is gender equity honored?

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The Rainbow of an Apple

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Interconnectness Systems Thinking Global Citizenship Cycles Importance of Place Respect for Limits Social Justice ?

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Issues of Sustainability Land use Transportation Energy Water Materials Consumption Health and Comfort Waste Management

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Issues of Sustainability Land use Transportation Energy Water Materials Consumption Health and Comfort Waste Management

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Issue of Sustainability: Water Grade Level Expectation in Missouri 3 rd grade Geography: Identify rivers and bordering states

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Interconnectedness The rivers as a shared resource Systems Thinking Watersheds Global Citizenship Personal responsibility for water use Cycles Water cycle Importance of Place Geography of rivers Respect for Limits How much fresh water exists? Social Justice Water rights and power 3 rd grade Geography: Identify rivers and bordering states

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Issue of Sustainability: Water Grade Level Expectation in Missouri 8 th grade Math: Use symbolic algebra to represent and solve problems that involve linear and quadratic relationships

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Interconnectedness Compare graphs to show connections Systems Thinking --Change over time --Long term effects Global Citizenship Changes to our town or city we can suggest Importance of Place Use data from town or city College Algebra

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Issue of Sustainability: Water Grade Level Expectation in Missouri 11 th grade English: use a variety of classic and contemporary literature to study writing, literary analysis, and to improve reading skills.

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Interconnectedness Human dependence on water Systems Thinking Cause and effects of agricultural practices Global Citizenship Current problems and responsibilities of citizens Cycles Impact of water shortages on environments Importance of Place Loss of place-- Migration Respect for Limits Soil degradation Social Equity Class inequities Ethnic discrimination American Literature Grapes of Wrath

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Issue of Sustainability: Water Grade Level Expectation in Missouri Art: High School Create artwork that communicates ideas of the human condition, power, nature, etc.

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Interconnectness Systems Thinking Global Citizenship Cycles Importance of Place Respect for Limits Social Justice Art: High School Create artwork that communicates ideas of the human condition, power, nature, etc.

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A sustainable society is one that thrives over generations, one that is far-seeing enough, flexible enough, and wise enough not to undermine its physical or social systems of support.

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Communicating a Framework for Curriculum Development: The Think Bubble

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Desired Results Shelburne Farms Sustainable School Project adaptation Established Goal(s): Transfer Lens of Sustainability: Students will be able to independently use their learning to Meaning Big Ideas of Sustainability: Enduring Understandings Students will understand that Essential Questions Students will keep considering Acquisition Students will know thatStudents will be skilled at

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Desired Results Shelburne Farms Sustainable School Project adaptation Established Goal(s): Transfer Lens of Sustainability: Students will be able to independently use their learning to Vermont EfS Standards Australian Sustainability Curriculum Framework Meaning Big Ideas of Sustainability: Enduring Understandings Students will understand that New South Wales Earth Citizenship Framework Essential Questions Students will keep considering New South Wales Earth Citizenship Framework USP Standards Acquisition Students will know that New South Wales Earth Citizenship Framework Vermont EfS Standards Students will be skilled at New South Wales Earth Citizenship Framework Manhattanville Standards

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Bring up Word doc

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Transfer Students will be able to independently use their learning to a)Make decisions that demonstrate an understanding of natural and human communities, the ecological, economic and social systems within them and awareness of how their personal and collective actions affect the sustainability of these interrelated systems. (Vermont EfS Standards) b)Design and implement actions for the present, in the knowledge that the impact of these actions will be experienced in the future. (Australian Sustainability Curriculum Framework)

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Meaning: Enduring Understandings Students will understand that a)Personal, family and community wellbeing is a foundation and aspiration of sustainable future. b)They belong to and have responsibility within local, national and global communities. c)They are custodians and stewards of the biosphere. d)They have the capacity and motivation / rationale for being agents of change for a sustainable future. (From NSW Earth Citizen Framework)

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Meaning: Essential Questions Students will keep considering a)What should a citizen in our society know and be able and motivated to do if we are to create an ecologically sustainable society? (NSW Earth Citizenship Conceptual Framework) b)What is my place in this place? c)What is my vision for a future we can live with? d)What changes need to be made by individuals, local communities and countries if my vision is to become a reality? ( c & d from USP EfS Standards)

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Acquisition: Knowledge a)Life is a function of ecosystems. (Earth Citizenship Conceptual Framework) b)Human society is a part of the biosphere and there are limits to the demands we can place upon it. (Earth Citizenship Conceptual Framework) c)Communities, practices and products can be assessed for and changed toward sustainable future (HN/HKVermont Standards)

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Acquisition: Skills Students will be skilled at a)World viewing and valuing: becoming aware of, developing and discussing their beliefs, perceptions, values and ethical principles, and those of others. b)Systems seeking and testing: understanding and working with complexity, uncertainty and risk. c)Futures thinking and designing: influencing the future and designing and creating sustainable communities. ( a c from NSW Earth Citizenship Conceptual Framework) d)Critical analysis: recognize and articulating clear, well- organized thought in which the language is used and claims made are appropriate to the subject and context of the thinking (Manhattanville Core Curriculum Standards)

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How might these tools be useful in the work that you?

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Sherie McClam, sherie.mcclam@mville.edu Manhattanville College, Purchase, NY USA Lori Diefenbacher, diefenlo@webster.edu Webster University, St Louis, MO USA If you would like to participate in a research project to assess the value of these tools, contact the authors.