1. Getting to the Point: Teaching STEM Content Through Societal Challenges
David Koetje
Professor of Biology, Calvin College
Debra Rowe
President, U.S. Partnership for Education for Sustainable Development
Corrine Taylor
Director, Quantitative Reasoning Program, Wellesley College
Amy Wilstermann
Associate Professor of Biology, Calvin College

2. Framing the Question Why teach sustainability/societal issues?
Developing competence: national trends
What do we want students to know?
What do we want students to be able to do?

3. Benefits of Teaching Sustainability

4. “Sustainability Improves Student Learning” SISL!
13 Academic Disciplinary Societies as Founding Members
AIBS, NNN, ACS, ASEE, APA, NABT, AAPT, SIGCSE, ACTE, MAA, NAGT
All STEM disciplines - Biology, Math/QR, Chemistry, Engineering, Psychology, Physics, Computer Science, Geosciences, Career and Tech Ed
Online Resources with Starter Kit for Faculty

6. Sustainable Development…
“meeting the needs of the present without comprising the ability of future generations to meet their needs”
~ “Our Common Future,” United Nations Brundtland Report, 1987
This definition is from a United Nations commission document called Our
Common Future (also known at The Brundtland Report), published in 1987.
This is probably the most common and well known definition of sustainability. 6

7. Economics as if people and the planet mattered
Triple Bottom Line of Sustainability
Social
Well-being
Flourishing
Environment
Strong
Economy
Sustainable
Society
This is the most commonly quoted definition of education for a sustainable society: enabling people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.
Economics as if people and the planet mattered

8. Education for a Sustainable Society:
“enables people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.”
This is the most commonly quoted definition of education for a sustainable society: enabling people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.

9. Sustainable Communities
Ecosystem
Ecosystem
Sustainable Communities
Public Choices and
Behaviors-Laws
Higher Education
We are increasingly including green and sustainability in all degrees and certificates so we can change private habits and public regulations (the two items in red). By work on the two items in red, changing private choies and public regulations, we can build more sustainable economies and communities.
Private Choices and
Behaviors-Habits
Sustainable Economies
Ecosystem
Ecosystem

10. Green jobs: the obvious choices
Traditionally, community college, career and technical education, and even the National Science Foundation focus on technicians:
Energy auditor
Wind energy technician
Insulation and weatherization technician
Photovoltaics (solar electricity) installer
Thermal solar installer (hot water and space heating and pool heating)

11. Partial list of jobs: all need STEM - the less obvious choices???
Industrial Engineer
Engineering Manager
Green products distribution designer/manager
Sales & Marketing Staff for Sustainable Products
Brownfields Real Estate Developer
Sustainable Business Process Designer
Corporate Recycling Manager
Environmental Economist
Sustainability Entrepreneur
Environment, Health and Safety Director
Environmental Quality Certification Specialist
Geographic Information Systems Specialist

12. Partial list of green jobs: All need STEM - the less obvious choices????
Hazardous Materials Handler
Sustainable Operation Manager/consultant
Socially Responsible Investment Advisor
Sustainability Officer
Trainer/Educator for Green Jobs
Sustainability Communications
Fostering Sustainable Neighborhoods Community Organizer
Environmental Journalist
Permaculture Designer and Contractor
Sustainable Landscape Architect
Natural Resources Manager
Sustainable Communities Planner

13. The Pervasiveness of Sustainability
STEM is crucial to career skills for a sustainable future.
Every job will have a green/sustainability component to it, since we all make related decisions in all of our jobs.
Doing nothing supports energy waste, toxins, food chain disruption and ecosystem destruction. Costly in dollars and in human suffering of billions - unacceptable.
Standard occupation classification system-DOL

14. Key Government Initiatives
Green Ribbon Schools!!!
Including Green/Sustainability into Career Pathways - National Association of State Directors of Career and Tech Ed – Food, Agriculture and Natural Resources – June 2012
Funds from multiple federal agencies in energy/ environment/climate change – e.g. CAMELclimatechange.org Integrate from NSF, NOAA, EPA, FIPSE…
Sustainability Improves Student Learning - Mobilizing Disciplinary Societies on Behalf of our Students … and our Planet, Sustainability and STEM - Textbook and civic engagement/ policy/resources/professional development societypartnerships/mobilizing/index.cfm
Standard occupation classification system-DOL

15. Higher education is taking a leadership role. What does it look like?
Role of Higher Education
Higher education is taking a leadership role. What does it look like?
Higher education is taking a leadership role to prepare students and provide the information, skills and knowledge to achieve a sustainable society.
What does it look like?

16. For higher education, sustainability is being integrated into:
legislation
public awareness
Curricula
Research
Mission and
Planning
Operations
Purchasing
Higher education is integrating green and sustainability into all of these areas: Mission and planning, curricula, public education through our continuing education and events for the community, research, operations and purchasing such as green buildings, student life activities so students can practice sustainable living, professional development for staff and faculty as well as employers in the community through our workforce development and community partnerships.
Community Outreach and
Partnerships
Professional Development
Student Life
Thanks to Wynn Calder for this diagram

17. Why is it such a high priority?
Much of the public doesn’t know that we are exceeding the carrying capacity of the planet. (
Public doesn’t know we can reduce human suffering and environmental degradation now while building stronger economies
Core pedagogy. Education to action is the key. Catalyzing sustainable communities as academic assignments. More action learning.
Why is this such a high priority? Because:
Much of the public doesn’t know that we are exceeding the carrying capacity of the planet. (
Public doesn’t know we can reduce human suffering and environmental degradation now while building stronger economies
Education to action is the key. Catalyzing sustainable communities and green actions. Students are working in the communities as academic assignments.

18. Curricular Trends
Over 1800 new interdisciplinary courses/programs/certificates
Minors in Sustainability at Penn State, Utah State, Michigan, MSU and many others
Included in general education core for all degrees
Infused across the curricula

19. Honor your good work!!
Continue the trends to change the norms for undergraduate and graduate education to include creating a sustainable future
Reducing cynicism and passivity, and building skills and self efficacy to create systemic, positive change using STEM knowledge

20. In higher education, focus is on engaging students and the community in building solutions – NOT doom and gloom
life supporting resources
declining
In higher education, we focus on the problems and engage students and the community in building solutions. We show students that our life supporting resources are declining and the consumption of life supporting resources globally is rising
consumption of
life supporting resources
rising

21. Vision: Sustainable development integrated into education and learning in the United States
Non‐partisan, multi‐sector partnership of over 360 registered organizations
The Partnership’s current Sector Teams are:
Communities
Business
Faith Based Organizations
Higher Education
K-12 and Teacher Education
Youth

22. National Networks in HE
The Higher Education Associations Sustainability Consortium is committed to the advancement of green and sustainability throughout higher education.
Committed to the advancement of sustainability throughout higher education

23. AACC American Association of Community Colleges
AASCU American Association of State Colleges & Universities
AASHE Association for the Advancement of Sustainability in Higher Education
ACCED-I Association of Collegiate Conference & Events Directors - International
ACE American Council on Education
ACPA College Student Educators International
ACUHO-I Association of College & University Housing Officers International
AGB Association of Governing Boards of Universities & Colleges
APPA Association of Higher Education Facilities Officers
CCCU Council of Christian Colleges & Universities
NACA National Association for Campus Activities
NACUBO National Association of College & University Business Officers
NAEP National Association of Educational Procurement
NAICU National Association of Independent Colleges & Universities
NIRSA National Intramural-Recreational Sports Association
SCUP Society for College & University Planning

24. Professional Associations for:
Presidents
Academic Officers
Student Affairs
Trustees
Campus Activities
Facilities
Business Officers
Planners
Events Directors
Recreation Directors
Purchasers
More….. All Working on Sustainability
Members are the professional associations for presidents, academic officers, campus activities staff, facilities and business officers, and more

25. Resources
HEASC Resource Center - Socially, economically and environmentally responsible procurement, operations, planning, leadership, learning outcomes and more!!

26. National Networks in HE
DANS – the Disciplinary Associations Network for Sustainability - click on Resources Including sustainability in many disciplines and degrees

27. DANS – Participating Associations
American Psychological Association
Sociology
Religion
Philosophy
Math
Broadcasting
Architecture
Engineering (civil, mechanical, eng. ed.)
Business
Ecological Economics
Chemistry
Biology
American Association for the Advancement of Science
Computer Research
Humanities
STEM disciplines
Political Science
Anthropology
More…
The Disciplinary Associations Network for Sustainability is made up of the professional associations for professors. This network works on integrating sustainability into all academic areas.

28. Academic Disciplines and U. S. Partnership created DANS
Infusing sustainability into:
Curricula, including textbooks
Promotion and tenure and accreditation
Informing legislation and policy
Informing the public
Click on “Resources” at - scroll down the page!!!
See the resources at - scroll down the page!!!

29. The American College & University Presidents’ Climate Commitment
ACUPCC
The American College & University Presidents’ Climate Commitment
The ACUPCC is a high-visibility, collective and individual commitment by higher education presidents and chancellors to address climate disruption through actions to reduce and eventually neutralize greenhouse gas emissions, and to develop the capability of students to help all of society do the same.
Climate Leadership in Higher Education
Over 650 presidents in all 50 states

30. Resources from the ACUPCC…
Pledge… to make all students literate about our challenges and engaged in solutions
Education for Climate Neutrality and Sustainability – very good!!
ACUPCC Webinar Series
ACUPCC Solutions Page (includes links to further resources)
Here are some of the major outputs to date:
* A guidance document on strategies for making sustainability a foundation of all education
* Toolkits, wikis and protocols on energy performance contracting, greenhouse gas measurements, and action planning to reduce greenhouse gas emissions

31. More Key Sites: Activities
U.S. - Association for the Advancement of Sustainability in Higher Education – Sign up for the free bulletin and search the extensive resources and share what you are doing
American Association of Community Colleges and its members colleges – a leader in greening the curricula and the community – visit their Sustainability Education and Economic Development Resource Center at
The Association for the Advancement of Sustainability in Higher Education shares information from hundreds of colleges and universities around the country. You can sign up for the bulletin and search their annual digests. Secondly, as a U.S. Designee to the World Federation of Colleges and Polytechnics’ Affinity group for Green and Sustainability, I would like to invite China to join the international sharing we are doing on Green and Sustainability efforts. Please contact me for more information. And last but very important, the American Association of Community Colleges has developed a wonderful Sustainability Education and Economic Development online resource center.

32. This is a picture of the site
This is a picture of the site. It has resources on curricula, college success stories, components of a quality green program, industry standards and certifications, competencies and more.

33. Student Learning Outcomes ACPA President’s Sustainability Taskforce, 2006 – College Student Educators International
Each student will be able to define sustainability.
Each student will be able to explain how sustainability relates to their lives and their values, and how their actions impact issues of sustainability.
Each student will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality.
Each student will be able to explain how systems are interrelated. KK

34. Student Learning Outcomes ACPA President’s Sustainability Taskforce, 2006 – College Student Educators International
Each student will learn change agent skills.
Each student will learn how to apply concepts of sustainability to their campus and community by engaging in the challenges and solutions of sustainability on their campus.
Each student will learn how to apply concepts of sustainability globally by engaging in the challenges and the solutions of sustainability in a world context.
These outcomes match international declarations and other countries’ learning outcomes…
Svanström, Lozano-G, Rowe (2008) “Learning outcomes for sustainable development in higher education”, International Journal of Sustainability in Higher Education; Volume: 9 Issue: 3; 2008 KK

35. Essential Instructional Approach real world problem solving for sustainability
Sustainability literacy and engagement for all students – a 21st century core competency – in all jobs
* Change agent skills list - php#ACPA

36. Goals for Our Students: What do we want students to know / be able to do?
Backward Design
Learning Outcome
Learning Activities
Course Goals
Final Assessment
Learning Outcome
Learning Activities
Learning Outcome
Learning Activities 1
How will my students be different? 2
How will I know they have changed? 3
What must they think and do to successfully complete the final assessment? 4
What must they think and do to successfully achieve this learning outcome?

37. Which of the goals described would you most like to incorporate into your institutional, departmental, and/or classroom goals?
What additional goals do you have for your students?
Discussion

38. Practicalities: How do we do this?
Sharing Strategies:
Developing Learning Objectives
Thinking in Systems
Collaborating
Engaging with Local Challenges
Empowering as Change Agents
Assessing Growth

39. Sustainability: A Broad Approach
Climate Change and Biodiversity Loss
Food Systems and Health
Relationship with Microbes: Microflora, Infectious and Inflammatory Diseases

40. Developing Learning Objectives
Biology 123 Learning Objectives
Articulate global challenges facing contemporary biology.
Diagram systems interrelations of these challenges.
Use collaborative problem-based learning and scientific reasoning to effectively address complex, real-world problems.
Effectively communicate the results of collaborative work.
Approach the learning process with mindfulness and gain skills in accurately self-assessing one’s learning.

41. Developing Learning Objectives
Biology 123 Learning Objectives
Relate new knowledge to existing understandings, recognizing and correcting misconceptions.
Apply core scientific competencies and biological concepts to assess information and effectively answer questions.
Understand biodiversity, ecological interrelationships, evolution, climate change, ecological risks, and interconnections between these concepts.
Understand interconnections between agricultural production practices, food/social systems, ecological sustainability, human health/nutrition and food policies.
Explain origins and dynamics of infectious diseases, including factors that affect transmission; understand the basic functioning of our immune system and gain a new appreciation of the natural “microflora” in/on the human body.

42. Thinking in Systems Goals: Resources:
Appreciate connectedness of ____ to sustainability
Understand system dynamics and behaviors
Appreciate effect of actions on a system
Resources:
Thinking in Systems, Donella Meadows
Cmap Tools
Vensim

43. Thinking in Systems
“A system is a set of things – people, cells, molecules, or whatever – interconnected in such way that they produce their own pattern of behavior over time. The systems may be buffeted, constricted, triggered, or driven by outside forces. But the system’s response to these forces is characteristic of itself, and that response is seldom simple in the real world... The system, to a large extent, causes its own behavior!”
- Thinking in Systems, p. 2

44. Thinking in Systems Components of a system:
Stocks (e.g. populations) that are coherently organized (Meadows, p. 11).
Flows of information or materials
Loops (self-governing feedback)
Balancing loops function as brakes
Reinforcing loops function as accelerators

45. Thinking broadly, identify some of the sustainability issues in your field.
Select one of these issues and consider some practical ways to integrate systems thinking into analysis of this issue.
Discussion

46. Systems Thinking

47. Collaborating: National Reform Recommendations
New Biologists need…
depth of knowledge in a discipline, fluency in several others
quantitative , computation, and interdisciplinary communication and collaboration skills
New Biology curricula need to emphasize…
interconnections among biology system levels and across disciplines
science as a collaborative exercise that solves real-world problems
Labov, J. B., A.H. Reid, and K. R. Yamamoto, CBE – Life Sciences Education, 9, 2010.

48. Collaborating With colleagues – modeling collaboration:
Team approach to teaching
Across disciplinary boundaries
With and among students:
Partner with students in course development process
Team problem-solving activities

49. Engagement in Local Challenges
Our “Laboratory”
Plaster Creek Watershed
Pedagogical Progression
Service-learning Projects
Place-based Research
Community Partnerships
West Michigan Environmental Action Council
West Michigan Land Conservancy
Grand Rapids Parks

50. Empowerment as Change Agents
Goals:
Recognize world’s big problems, yet remain hopeful
Provide opportunities to develop collaboration and problem-solving skills within a local context
Examples:
Service learning – recognize challenges and meet local change agents
Place-based research – use disciplinary knowledge and skills to contribute to local solutions

51. Diet for a Hot, Fat, and Crowded World
Example Activity

52. Assessment Strategies
Linking Assessment with Learning Objectives
How do you know that a particular learning activity promotes learning?
How do you know that your students are meeting your learning objectives in your course?
How do you know that your students are gaining skills, literacy, and competencies in your program?
Using Direct and Indirect Measures
Formative and Summative Assessments
Critical Thinking Assessment
Assessment of Student Attitudes and Perceptions of Learning Gains

53. Assessment Tools Formative  summative assessments
Formative assessments help to identify misconceptions; summative assessments gauge whether learning activities have been effective in reconstructing these conceptions.
Comparisons provide direct measurements of learning gains.
SENCER-SALG (
SALG aids reflection and connection within and between courses.
Measures students’ attitudes and perceptions of learning gains.
CAT (
The CAT is a nationally-normed short-answer test that measures components of critical thinking and problem solving that faculty across disciplines think are most important.
Recommended by NSF for TUES grant recipients.

54. Practice!
Your goal:
Develop a lesson plan that teaches your disciplinary concepts and skills through a sustainability issue.
Identify opportunities to: use systems thinking, collaborate, engage with local challenges, empower students as change agents, use diverse assessment strategies

55. What challenges inhibit change at the classroom level
What challenges inhibit change at the classroom level? Department or division level? Institutional level?
How have others overcome these challenges?
Discussion

56. Some Specific Challenges from the Pre-conference Survey and FAQs
Coverage Issue: How do I introduce new material into an already jam-packed course?
Resource Issue: Where do I find resources? Do I need to develop my own?
Interdisciplinary Issue: How do I integrate material that is outside my area of expertise?
Incentive Issue: What can I do to insure that these efforts are recognized and rewarded at my institution?

57. Promoting Systemic Change
Strategies
Challenges
Solutions
Connecting to National and Global Efforts

58. Benefits of Teaching Sustainability

59. Focus Questions
What are you going to take back to do at your home institution?
What will it take to accomplish this?
What resources do you need?
Who else should you involve?
What will be the impact of your initiative(s)?