Justifying change [to administrators etc Justifying change [to administrators etc!] Methods for incorporating sustainability into courses Nanette Chadwick

Justifying change: Why teach sustainability? Importance = ever-increasing (world economics, climate change, social issues, health) Understanding = increasing but low Leadership capacity to address = even lower Interconnectedness among systems Human History

9 reasons to teach sustainability: Explaining changes to upper admin, peers, students -- Peer inst. are doing (GA Tech, U Georgia, Emory, U Florida, etc.) -- enhances PR and recruitment to AU -- student and employer demand (training for green jobs) -- increases program prestige to upper admin, positive feedback -- increases chances for external funding and awards (Gogue and Univ. presidents climate change award – interested!) -- saves $$ over the long run (millions to utilities & disposal by AU) -- engages the local community and alumni -- enhances interdisciplinary connections and opportunities -- increases depth of understanding by students & quality of education

How to incorporate hands-on experiences (minimal to maximal): -- extra credit assignment/opportunity – do on their own, turn in proof -- required course homework assignment – do on own, graded -- class field trip or group exercise – guided, on class time -- focus for class project or term paper – intensive involvement of instructor Example: Zanzot course and “Landscape interventions” PM Creek, Bike path

9 ways to engage sustainability in courses: “Not more to do, but ways to do what you already do.” Hidden curriculum: use as examples/subject matter for class exercises New readings: update/alter to reflect new, integrated sustainability issues Change or add assignments – get students outdoors, on-campus field trips, show a film, youtube videos, TED lectures New unit or module within an existing course – new aspect of subject that relates to sustainability New student project – relevance to student’s lives, current issues (ie: ecological footprint, behavior change challenge)

(6) Invite a guest speaker/add a co-instructor – don’t try to be the expert on all things sustainable! Invite faculty/staff from outside your department – use resources of the office (7) Develop a whole new course – put together ideas from several faculty for an interdisciplinary course. Ie: water, food, or energy course that examines ecology, sociology, and politics. (8) Change the world view of your course: same course, different strategy and goals -- paradigm shift (9) Engaged learning / community experience: link to a local or campus issue – service learning

Individual reflection exercise (~1/2 hour) (see the handout, back of Assessment SLO exercise) -- Inner and outer dimensions of the process -- Overcoming the tyranny of the to-do list -- Learning to look: Observation & reflection