1. Revisiting the Lifestyle Project Mark P. Turski Lisa A. Doner Environmental Science and Policy Department, Plymouth State University

2. 2009

3. The Categories 1. HEAT 2. GARBAGE 3. ELECTRICITY AND WATER 4. LEAVE THE CAR AT HOME 5. EAT EFFICIENTLY 6. CREATE YOUR OWN CATEGORY

4. The Arm Chair Environmentalist Coverage of topics in science and general education courses 3 or 4 carbon footprints A new Inter-disciplinary Sustainability minor Addition of courses on Sustainability Change in the ES&P student

5. Most belong to Common Ground and hold most of the leadership positions 33% last year were vegetarians or vegans. Most watch their meat consumption try to eat local or organic if they can. Most are proud they don’t drive during the week except for work. They all recycle and work to re-use and reduce 63 degrees is a New Englander’s idea of a warm house Hippies!

6. Changes to Project Moved Baseline data part to the intro course – 1 st year students can do it in dorms – It is integrated with Dimensional Analysis Science and Policy majors – math and science requirements are very different Carbon Footprint moved to intro course – With math and more in depth analysis – Followed up in Energy in Society course Countries of the world TED talks

7. EAT EFFICIENTLY - me I added miles traveled and virtual water. They are convinced I LIE!

8. Food - me

9. Food - students

11. Garbage trash 4.5 lbs junk mail,.5lb cardboard,.8kg/2.1 lb unrecyclable trash - most of which was the ham bone from Wed. nite.

12. ELECTRICITY AND WATER

13. Rarely start above 65° F in New England – 52% nuclear power –.185$/KWH – Only Maine uses more bio-mass – 50% Fuel oil Dorm students have no control – rooms usually too hot Roommates – tied to electric use Family - 63° Heat 3 degrees every week

14. Leave the car 1.2 miles

15. Family Circus 1.3

16. Lazy.33 = ~ 5

17. CREATE YOUR OWN CATEGORY They do so many of the things on the list already. No papers Academic dishonesty issues.

19. References Kirk, K.B., and Thomas, J.J. (2003). The Lifestyle Project, Journal of Geoscience Education, 51 (5), 496-499. National Association of Geoscience Teachers. (2009) On the Cutting Edge: Teaching About Energy in Geoscience Courses. Retrieved from: http://serc.carleton.edu/NAGTWorkshops/publicpolicy/activities/12517.html