Sustainability and Assessment Gabe Estill and Stephenie Presseller Moraine Valley Community College March 11, 2013 Innovations 2013.

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Presentation transcript:

Sustainability and Assessment Gabe Estill and Stephenie Presseller Moraine Valley Community College March 11, 2013 Innovations 2013

About our College  Located in Palos Hills, IL  20 miles southwest of downtown Chicago  District population: ~400,000  District square miles: 139  Approximately 18,000 students

College’s Official Sustainability Statement  “Moraine Valley Community College will carry out actions in all operations, academics, and in our community that meet current needs, while taking care to protect and enhance the social, environmental and economic resources needed by future generations to enjoy a quality of life equal to or greater than the present.”

Center for Sustainability

Major Accomplishments

Three Areas of Focus  Operations  Teaching  Assessment

Operations

Teaching  Greening Your Curriculum Project

Assessment  Wait. What about student learning?

Origins of Sustainability and Assessment at MVCC  2011 Sustainability Symposium  AQIP General Education Project Why Gen Ed?  AQIP Action Project  Sustainability as a Gen Ed Outcome  Multiple disciplines  Create well-rounded students

Merger between Sustainability and Gen Ed  Why Gen Ed?  AQIP Action Project  Sustainability as a Gen Ed Outcome  Multiple disciplines  Create well-rounded students

Getting Started Our Definition of Assessment  Measuring, documenting, and improving student learning  Answers three primary questions: 1.) What do we want students to know and be able to do? 2.) How will we know? 3.) How will we improve?

The Process Address two needs: 1.) Create measurable outcome 2.) Provide assignment criteria

Gen Ed Learning Outcome Students will: Recognize one’s legal, ethical, social, and sustainable responsibilities

The Rubric Team tasked with creating a rubric that could be used easily across a variety of courses that infuse sustainability into their curricular and instructional practices. Two Admin (Sustainability and Assessment) Two Faculty (Biology and History)

Rubric  essment/pdf/SustainabilityInfoSheetRubric.pdf essment/pdf/SustainabilityInfoSheetRubric.pdf

The Rubric Two 90 minute sessions:  Define meaning  Create device

But how? Students will: 1.) Identify the ecological processes and how choices affect the environment 2.) Demonstrate awareness of social justice and equity issues and their impact on the global population 3.) Distinguish ethically responsible business practices.

Pilot It Four courses in Spring 12  BIO 112  EAS 120  EAS 125  NAT 111 N = 312 Included additional courses in Fall 12

Results  Strengths: Wider Relevancy  Opportunities: Application

Using the Results  Weave into department assessment plans  Create resources bank for instructors  Keep measuring, keep documenting, and keep improving

My Questions for You 1.) What are your institutions’ challenges related to sustainability? 2.) What are your institutions’ challenges related to assessment? 3.) Do your institutions have a sustainability credential for students? 4.) What are the holes in higher education’s commitment and practices related to sustainability?

Resources and Contact For more information and resources, visit Contact info: