Ecology as a Model for Teaching

Pavel Cenkl
Pavel CenklDean of the College and Faculty at Sterling College
Ecology as a Model
for Teaching
Pavel Cenkl
pcenkl@sterlingcollege.edu
#ecosxsw17	
bit.ly/ecosxsw
How	can	ecological	thinking	provide	a	
model	for	a	more	inten=onal	and	
dynamic	pedagogy?		
Can	ecological	thinking	be	scalable	
across	exis=ng	courses,	units,	and	overall	
curriculum	design?
5	Majors	
120	Students	
…Majority	Design	Their	Own	Major
15	Full	Time	Faculty	
150	Acres	
35%	of	Our	Own	Food
Faculty	in	Environmental	Humani=es	
Associate	Dean	for	Student		
Learning	Support	and	Advising		
Director	of	Athle=cs
3	Job	Titles
Teaching	&	Mentoring	
Running	/	Environment	/	Climate	
Curriculum	Design
3	Sources	of	Inspira=on
Run across Iceland
Trail Running
Environmental
Philosophy
Ecology as a Model for Teaching
Making Connections:
Rhythms of experience 	
Ecological systems	
Curriculum design
Classroom
Instruction
College-Wide Governance
Curriculum-Wide
Classroom
Instruction
Ecology as a Model for Teaching
Ecology as a Model for Teaching
Biomimicry
Ecology as a Model for Teaching
Ecology as a Model for Teaching
Ecology as a Model for Teaching
Nils	Aslak	Valkeapää,	The	Sun,	My	Father
Ecology as a Model for Teaching
Ecology as a Model for Teaching
Ecology as a Model for Teaching
engagement
experience
synthesis
reflection
observation
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
expectations&goals
m
ake
som
e
field
notes &
sketches
where? what? when?
Whatdidyoulearn
aboutyourself?
Whatdidyoulearnthatsurprisedyou?
H
ow
could
your
experience
connect to
the
BIP?
Howdoesyourexperienceconnecttocourseobjectives?
Whatconnections
canyoumaketo
priorexperience?
deep description:details, colors,unique aspects
use
all of
your senses
How might you
explore these ideas
and this
experience further?
H
ow
doesthis
experience
fitw
ith
the
restofASO
P?
Didyousee
theexperience
differentlywhen
writingaboutit?
W
hatdid
you
learn
aboutyourgroup?
Whatquestions doesthis experience raiseforyou?
ASOP Journal
Spiral Rubric
Fall 2014
Spiral	Rubric
1
2
3
4
5
6
7
8
9
1014
5
16
expectations&goals
m
ake
som
e
field
notes &
sketches
where? what? when?
Whatdidyoulearn
aboutyourself?
Whatdidyoulearnthatsurprisedyou?
H
ow
could
your
experience
connect to
the
BIP?
esyour
nce
course
s?
ections
aketo
rience?
deep description:details, colors,unique aspects
use
all of
your senses
How might you
explore these ideas
and this
experience further?
H
ow
doesthis
experience
fitw
ith
the
restofASO
P?
Didyousee
theexperience
differentlywhen
writingaboutit?
W
hatdid
you
learn
aboutyourgroup?
Whatquestions doesthis experience raiseforyou?
Curriculum-Wide
“a	material	first	approach,	
priori=zing	environmental	
performance	and	material	
behavior	over	form”	
Neri	Oxman,	MIT	MediaLab
Place-Based Learning
A	place-based	experien1al	
curriculum	not	only	empowers	
—it	demands—	
interdisciplinary	engagement.
Integrative Curriculum
Experiential Learning
Systems Thinking
College-Wide Governance
Scaling	up	par=cipa=on	and	engagement
Community
Work
WorkAcademics
Community
Engagement
Collaboration
Application
Systems Thinking
Creativity
Problem Solving
Resilient
Adaptive
Multi-scale
Ecological	thinking	
Interdependent
Deeply interconnected
Thank you.
Pavel Cenkl
pcenkl@sterlingcollege.edu
#ecosxsw17	
bit.ly/ecosxsw
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Ecology as a Model for Teaching