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Integrative Sustainability Assignment

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  • 1. Design an Integrative Sustainability Assignment Modified from Curriculum for the Bioregion Initiative and Jean MacGregor Washington Center for Improving the Quality of Undergraduate Education The Evergreen State College, Olympia, WA
  • 2. Goal : Incorporate sustainability concepts, skills, and habits of mind into an activity in a ways that has curricular integrity and "standing" – both for faculty and students.
  • 3. Design an Integrative Sustainability Assignment “Big Idea” or concept in the discipline Integrative Assignment Sustainability context or “Big Idea”
  • 4. Design an Integrative Sustainability Assignment Step 1: Form Groups (e.g., Grand Challenges)
  • 5. Intersections of geoscience and sustainability
  • 6. Economics and geoscience •Resource economics •Land use planning, •Land value •Energy Society and geoscience •Human security •Natural hazards •Toxic hazards •Food security •Disease •Energy security •Availability of resources •Social equitability •Open space •Access to resources •Efficient transportation •Efficient housing •Education •Jobs •Mining •Agriculture •Fisheries •Forests •Environmental regulations •Permitting •Carbon emissions •Cap and trade •Infrastructure Environment and geoscience •Water •Air •Climate •Biodiversity •Soils •Forests •Coastlines •Oceans •Grasslands •Habitats •Pollution Intersections of geoscience and sustainability
  • 7. Economics and climate •Impacts of emergency measures •Price of energy response, health care •Emissions policy •Impacts to tourism •Price of food •Impacts to recreation •Price of water •Costs of carbon •Property destruction (sea sequestration level rise) •Costs of other adaptation Environment and Society and climate climate •Human security •Species loss • Extreme weather •Habitat • Sea level rise alteration/destruction • Food security •Impacts from carbon• Water resources free energy (nuclear • Disease waste) • Energy security •Benefits from carbon• Availability of resources • Displaced population free energy • International tension or (renewables) cooperation •Climate feedbacks •Social equitability •Unpredictable impacts • Efficient transportation •Effects of carbon • Efficient housing sequestration • Unequal distribution of impacts Specific example for climate
  • 8. Economics and energy •Price of energy •Emissions policy •Infrastructure Society and energy •Human security •Energy security •Mine safety •Social equitability •Efficient transportation •Efficient housing •Affordability of energy •Storage of waste products •Viewshed •Jobs •Rare earth elements storage •Military conflicts over resources •Costs of cleanups •Costs of waste Environment and energy •Acid mine drainage •Nuclear waste •Greenhouse gas emissions •Dams •Impacts to air •Impacts to water •Oil spills Specific example for energy
  • 9. Design an Integrative Sustainability Assignment Step 2: Working individually, identify what, for you, are the key concepts or "big ideas" that form the "tree trunk" of your course related to your Grand Challenge. Write each concept legibly on a separate sticky note. Generate about 3 - 5 concepts. (3 - 5 minutes) Key "tree trunk" Concepts are: • Theories, principles, questions, and animating ideas that matter to your course. • Key concepts should be powerful enough that students can remember them, see them at work, and use them years into the future. • Key concepts are those that you want your students to take away from the class and if they don’t you would feel disappointed.
  • 10. Design an Integrative Sustainability Assignment Step 3: Discuss and distill your concept lists In your small group, "put your concepts on the table" in a way that everyone can see what has been generated. For about 10 minutes, share your concepts and develop a general prioritization list.
  • 11. Design an Integrative Sustainability Assignment Step 4. Continuing with your small group, brainstorm and generate a list of sustainability concepts that can be linked to the concepts in step 3 and incorporated into an assignment that can be used in your class. Feel free to move around and group up the sticky-notes to move along your discussion. (~30 min.)
  • 12. Design an Integrative Sustainability Assignment Step 5. Develop an outline and details if there is time for an engaging assignment or activity that you could use in your class that will create a learning opportunity that integrates geoscience concepts and sustainability concepts. Step 6. Provide a brief overview of what you accomplished.
  • 13. Workshop Resource: http://serc.carleton.edu/integrate/workshops/sustainability2012/key_concepts.html http://faculty.washington.edu/rturner1/Sustainability/Big_Ideas01.htm
  • 14. Workshop Resource: http://serc.carleton.edu/dev/integrate/teaching_materials/systems.html
  • 15. Key Concepts and Geoscience: Assignment/Unit Integrative Assignment or Units Examples:
  • 16. Key Concepts and Geoscience: Course Course Structures For Interdisciplinary Teaching and Learning Structure Examples:
  • 17. Workshop Resource: http://serc.carleton.edu/dev/integrate/teaching_materials/service_learning.html
  • 18. Workshop Resource: http://serc.carleton.edu/integrate/workshops/sustainability2012/outcomes.html
  • 19. Goal: Incorporate Key Concepts of Sustainability into our Courses Learning Outcomes: 1. Identify possible integration points for sustainability and geoscience content. 2. Formulate a plan to integrate sustainability into at least one assignment in a course you currently teach. 3. Support participant’s in achieving personal outcomes.
  • 20. Closing reflection and discussion • How did the worshop go? • What did you take away ? • Does this make sense?
  • 21. THANK YOU!!! You have only just begun….

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