1. Creating Sustainable Communities An Interdisciplinary First-Year Honors Experience
2018 California Higher Education Sustainability Conference
University of California, Santa Barbara
Gregg Fiegel, PhD, PE (Civil Engineering) Tom Trice, PhD (History) Ryan Alaniz, PhD (Sociology) University Honors Program California Polytechnic State University San Luis Obispo, CA July 10, 2018

2. Today's Presentation Honors Program and Curriculum
Objectives and Motivation
Course Learning Objectives
Course Development
Student Work and Activities
Lessons Learned
Acknowledgments
2018 CHESC – Creating Sustainable Communities

3. Honors at Cal Poly
Sept 1999: University Honors Program implemented at Cal Poly
June 2013: Academic Senate Resolution to "show cause" (my words)
Sept 2013: Begin staff changes, strategic planning efforts, and program redesign
May 2017: Approval of a new program and curriculum for fall implementation
June 2018: Completion of the first year of new Honors Program
Current: Program supports about 600 students from nearly 60 different majors
2018 CHESC – Creating Sustainable Communities

4. Honors Curriculum Today's Presentation…
2018 CHESC – Creating Sustainable Communities

5. Objectives and Motivation
Address Honors PLO: "Make reasoned decisions based on an understanding of diversity, sustainability, global perspectives, technology, and ethics"
Replace a 2-unit single-quarter orientation course (HNRS 100) required for all Honors students – developed by Trice in 2010
Limited time for inspiring community
Few contact hours to address learning outcomes
Desire to implement group service projects
Appeal to improve Honors advising efforts
Charge to improve Honors student persistence and retention
2018 CHESC – Creating Sustainable Communities

6. Course Learning Objectives
Students in Creating Sustainable Communities (HNRS 161/162/163) investigate environmental, social, economic, and political facets of sustainability using both a historical and contemporary lens. Course learning objectives (shown) are addressed during the 3-quarter, yearlong sequence.
2018 CHESC – Creating Sustainable Communities

7. Development and Features
A lecture-activity delivery with 2-unit courses scheduled in fall (HNRS 161), winter (HNRS 162), and spring (HNRS 163)
When combined, HNRS 161 and 162 fulfill GE Area D3 - Comparative Social Institutions
Regular group discussions and reflection on assigned readings and viewings
An interdisciplinary instructional team consisting of several faculty and student learning assistants
Use of block registration and scheduling to enroll first-year students
2018 CHESC – Creating Sustainable Communities

8. Development and Features
Incorporation of service learning hours, projects, and reflection
A student-led peer mentoring program
Collaboration with numerous campus and community partners including Kennedy Library, Facilities, Student Affairs, Office of University Diversity and Inclusion, Center for Teaching, Learning, and Technology, and others
Student learning and activities mapped to the university, program, diversity, and sustainability learning objectives
Introduction to and development of electronic portfolios
2018 CHESC – Creating Sustainable Communities

9. Learning Opportunities
What is Sustainability, Anyway?
Equity, Environment, Economy
Systems and Design Thinking
Cradle to Cradle Design
Consumption and Consumerism
Sustainable Development
Interdisciplinary Collaboration
A Global Stakeholder Society
Ethics and Leadership
Global Perspectives
"Developing Nations"
Corporate Responsibility
Supply Chain Sustainability
"Just Sustainability"
Local Issues and Perspectives
Personal Habits and Choices
Sharing Cities
Sustainability Criteria
Social Change and Justice Organizing
We're In this Together
Diversity, Inclusion, and Equity
Social Identities
Environmental Racism and Justice
Social Institutions
2018 CHESC – Creating Sustainable Communities

10. Student Work and Activities
Sustainability intersects with the paths of students in all majors at Cal Poly. Therefore, focusing on this topic provided a wonderful opportunity to bring together, engage, and inspire members of the learning community.
Example Activities:
Research and evaluation of peer-reviewed sources in support of written reflections and group discussions
Design of an infographic describing the local SLO community in relation to environment, economy, and equity
Analysis and evaluation of personal consumption habits and choices related to sustainability
Development of personal and program statements on sustainability, diversity, inclusion, and equity
First-Year Class 2017
2018 CHESC – Creating Sustainable Communities

11. Community Projects
Each student worked on an interdisciplinary team to complete a project for a local community partner organization. Some of the eleven projects included…
Sustainable Living Guide for Cal Poly Students
Design of Sensory Garden for Patients with Dementia
Advocacy for Survivors of Sexual and Intimate Partner Violence
Solar Energy Jobs Guidebook
Planning a Campus Community Garden for Cal Poly
Sustainable Volunteerism for Helping the Homeless in SLO County
2018 CHESC – Creating Sustainable Communities

12. Community Projects Group Oral Presentation on Project Status
Regular Status Reports
Poster Presentation on Final Product
Annotated Bibliography
E-Portfolio Entry and Individual Reflection
Group Work Products
2018 CHESC – Creating Sustainable Communities

13. Lessons Learned
First-year students tend to have a narrow definition of sustainability
Students tend to be extrinsically rather than intrinsically motivated
Areas for improvement: information and research skills, visual communication skills, time and workload management, and learning assistant development
A yearlong experience provides flexibility in sustainability learning and teaching
Project-based and service learning approaches are effective in teaching sustainability
Students appreciate the opportunity to work and learn in an interdisciplinary environment
2018 CHESC – Creating Sustainable Communities

14. Acknowledgements
Special thanks to faculty and/or staff from the following: Academic Senate Curriculum Committee, General Education Governance Board, Academic Senate Sustainability Committee, Kennedy Library, Center for Teaching and Learning, Office of University Diversity and Inclusion, Center for Service in Action, Center for Leadership, University Advising, University Housing, Facilities Management and Development, and Career Services.
A course such as this requires an interdisciplinary instructional team. Therefore, we collaborated with faculty members and student learning assistants from all six of Cal Poly's colleges in developing and teaching the new curriculum. We appreciate the support of these individuals. We thank Honors staff member Shane McKeague and student assistants Sarah Larkin (CD) and Madison Meredith (AEPS) who helped develop and coordinate the first-year peer mentoring program.
2018 CHESC – Creating Sustainable Communities

15. Questions?
2018 CHESC – Creating Sustainable Communities