Beyond the Workshops: Examples of sustainability integration across the curriculum

Chuck McClaugherty and Steve Kramer, University of Mount Union Alliance OH

Learning objectives for this presentation: Knowledge of successful examples of courses that integrate sustainability. Awareness of breadth of disciplines that are integrating sustainability. Desire to initiate or expand similar programs.

OBJECTIVES:: 1. Increase student understanding of

sustainability.2. Increase sustainable behaviors

among students.3. Support faculty in the development

of courses and course components that included sustainability

4. Enhance the “Sense of Place” for the entire University Community

PLANNING:Explicitly incorporate development of sustainability across the curriculum in campus sustainability planParticipate (2 faculty members) in AASHE sponsored curriculum development workshop at Emory UniversityOffer two faculty development meetings on sustainability in the curriculumOffer year-long program with stipend support for class development or modification for 11 faculty

Why Headwaters? Undergraduate students are at the beginning (headwaters) of their careers and their lives as participating citizens. Our job in higher education is to provide them with tools to navigate the stream of their life. In addition our campus is located in the headwaters of several Ohio rivers.

BACKGROUND: The University of Mount Union is a predominantly undergraduate institution with 2200 students. We have signed the ACUPCC and approved a Campus Sustainability Plan that includes specific expectation for increasing the degree to which sustainability concepts are included throughout our curriculum

Topographic map of northeastern Ohio showing the Mahoning River Basin. Prepared by UMU GIS.

IMPLEMENTATIONThe program was advertised to faculty through invitation, announcements, and informational meetings sponsored by our Faculty Development Committee.Financial support for faculty stipends was offered by a donor.Interested faculty members submitted an application and eleven were chosen to participate.Participants met in May 2010 for an introductory workshop and in August for a follow-up.During Academic Year 2010-2011 the implemented new or revised courses.Participants submitted reflections on their experience as an assessment tool.

More Courses:

CS 218 Educational MediaWas taught as a paperless course. Students were challenged to think aobut ways to reduce their consumption of paper and other resources in teaching.

CE 200 Introduction to Early Childhood Education Brought sustainability awareness to early childhood educators the examination of school design, operation and curriculum

SO100 Introduction to SociologyStudents investigated the meaning of “sustainability” and addressed links between society and the whole environment, physical and social. EC 375 Development EconomicsDevoted an entire section to Economic Development and Sustainability with Common Wealth by Jeffrey Sachs as a text for that section.

HP 101 Introduction to Public HealthExamined how sustainability related to public health issues including rising medical costs and our current responses to natural disasters and new infectious agents.

Selected Sustainability-enriched Courses:

The commentary below is drawn from reports of the faculty who taught the courses.

PL 260 Aesthetics Incorporated two readings and discussion on Land At and the Aesthetics of Wind farms

EH400 ShakespeareDeveloped the import for Shakespeare's plays of a live outdoor theater and implicating of how to make urban environments sustainable by encouraging pedestrian culture centers