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Slide 1
Dr. Rhonda Richards Senior VP for Academic Affairs West
Virginia University at Parkersburg Greening the Curriculum
Slide 2
College students are flocking to sustainability degrees,
careers By Jillian Berman, USA TODAY Students interested in
pursuing a job in sustainability now can choose from a variety of
"green" degree programs. With an increased interest in the
environment and growth in the "green collar" job sector, colleges
and universities are beginning to incorporate sustainability into
their programs. From MBAs in sustainable-business practices to
programs that give students the technical training necessary to
operate wind turbines, students have an increasing array of options
to choose from.
Slide 3
Topics for Discussion Greening the College Curriculum Expanding
the Reach for Greening to P-12 Funding Greening Efforts Greening as
a Catalyst for Other Curriculum Efforts
Slide 4
Approach #1 Workshops for faculty to update curriculum by
retrofitting existing courses to include greening and
sustainability concepts through artistic, cultural, historical,
mathematical, philosophical, and scientific lenses to gain a more
comprehensive understanding of the subject which is how the
University of Maryland Chesapeake Project implements
sustainability.
Slide 5
Approach #2 Develop projects and themes and offer activities
around the themes, such as University of New Hampshires four
specific initiatives which are designed around four foundational
systems of sustainability biodiversity, climate, food, and
culturethat are pervasive across the curriculum and throughout the
college community.
Slide 6
Approach #3 Offer a specific course on sustainability such as
Auburn Universitys Introduction to Sustainability that includes
topics on: History of Sustainability The Next Industrial
Revolution: Natural Capitalism The Triple Bottom Line: Economics,
Environment, & Equity Human Capital Climate Change Scientific
Process and Sustainability Fundamental Ecological Concepts
Biodiversity Complexity of Natural Systems Resilience and Tipping
Points Limits of Human Engineered Systems
Slide 7
Approach #4 Offer a specific cluster of courses across several
disciplines that result in a certificate or concentration. For
example, at Stockton College in New Jersey the new curriculum in
Sustainability and Environmental Policy is a collaborative
initiative of the political science and environmental science
programs and is open to students in either of the two majors. The
curriculum offers focused coursework for students planning careers
in environmental policy, management, law, advocacy and
education.
Slide 8
Approach #5 Develop a broader, life long concept with hands-on
sustainability that persists after graduation, such as Ohio
Universitys Kanawha Project that focuses on inculcating
environmental literacy as a behavior. The project centers on
understanding where you live in relation to the environment as one
of the most important components of environmental literacy.
Slide 9
Here of examples where faculty have greened the curriculum
across academic disciplines at college and universities in the
forefront of campus and civic sustainability matters. Auburn
University (The Fall Line Project) Auburn University Emory
University (The Piedmont Project) Emory University Stockton College
(New Jerseys Green College) Stockton College University of Maryland
(The Chesapeake Project) University of Maryland University of New
Hampshire (Sustainable Learning Community) University of New
Hampshire Ohio University (The Kanawha Project) Ohio
University
Slide 10
When Should Greening the Curriculum Begin?
Slide 11
GREEN CURRICULUM MAP Here's a "green curriculum map" to
illustrate what GreenHeart's Green Curriculum Model looks like. It
shows the environmental / sustainability focus for each age/grade
level, as well as the following essential integrating themes: a
foundation of ecological ethics (respect, compassion,
sustainability)ecological ethics the overarching focus of climate
change / global warming and renewable energyglobal warming and a
backdrop of environmental and ecosystem healthenvironmental and
ecosystem health These general themes, when underlying the more
specific age/grade learnings that build on each other, together
contribute to an integrated and holistic education today that
ensures a healthy future for our students and the world they will
live in.
Division of Energy $220,000 $250,000 $160,000 $150,000
Slide 15
Infusion (NSF Project IGNITE) Greening the Curriculum could
serve as a catalyst for other infusion efforts.
Slide 16
During the first six months: Convene the Interdisciplinary
Infusion Team; Develop specific competencies that are covered in
the Math 107/108 courses for general mathematics; After identifying
mathematics competencies that must be met, identify where in the
welding curriculum these competencies can be taught; Complete the
general Math 107/108 post test for students to take after
completing the welding curriculum with infused mathematics
competencies.
Slide 17
During the months 6 through 12 the objective will be to
improve: The achievement of students in the welding program for
meeting the mathematics competencies in the general education core
curriculum; The retention of students in the welding program; The
collaboration between faculty in the welding and the mathematics
programs.
Slide 18
During the months 12-18, the objectives will be to measure: The
program completion rate for students in the first cohort of the
IGNITE Project. The success rate through the scores on the Math
107/108 posttest, the MAPP mathematics subtest, the WorkKeys
Assessment, and the welding certification examination.
Slide 19
During months 18 through 24 the goal will be to reflect and
refine: The program goals and targets as a result of the data from
the first IGNITE Project cohort. The competencies identified for
the mathematics infusion as needed. The future plan for the next
level of general education infusion for technical courses and
programs.