Advanced Sustainability Techniques Institute-I: Moving fr - PowerPoint Presentation

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Advanced Sustainability Techniques Institute-I: Moving fr - PPT Presentation

to Substance Members of the ACPA Sustainability Taskforce Kathleen Gardner Susan MendozaJones Dr Jeanne S Steffes Program 4 of 5 Sustainability Institute Tuesday March 31 2009 ID: 553312

student sustainability knowledge competence sustainability student competence knowledge sustainable education development taskforce amp integration acquisition practical achievement change campus

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Slide1

Advanced Sustainability Techniques Institute-I: Moving from Rhetoric

to Substance

Members of the ACPA Sustainability Taskforce:

Kathleen Gardner

Susan Mendoza-Jones

Dr. Jeanne S.

Steffes

Program

4 of

5- Sustainability

Institute

Tuesday, March 31, 2009Slide2

Program Overview

This session will provide an advanced discussion of sustainability; offer and invite participants to share suggestions about how college student educators and their students can make perfunctory and intentional changes for a more sustainable world Slide3

Session

Learning Outcomes:

• Be able to define sustainability and discuss the emerging trends.

• Be able to expand how sustainability can become visible across the university as a viable goal and benchmark for the campus and not just student affairs.

• Be able educate others about sustainability and how sustainability relates to their lives and their values.

• Discuss and be able to talk about and problem solve front edge issues and strategies to overcome barriers to our collective work on sustainability.Slide4

Agenda

. Introduction and Welcome

Brief Sustainability Overview

Moving from perfunctory change to and through intentional focus- Cutting Edge Challenges and Successes

Assessing Change on Campus

Q&A and Wrap-Up Slide5

Sustainable Development

Defined:

“Meeting the needs of the present

without compromising the ability of

future generations to

meet their own needs”

World Commission on Env. and Development. (1987).

Our Common Future

. England: Oxford University Press.

Slide6

Strong

Economy

Strong Social

Systems

Strong

Environments

Sustainable

Society

Triple Bottom Line of SustainabilitySlide7

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.”

Slide8

Economic Aspects of Sustainability

Local first

Co-ops

Living wage

Local currency

Examining consumption – The

Lorax

Sustainable development/ sustainable distribution

Green jobsSlide9

Intentional Conversations

Sustainability

and

Social Justice

Slide10

Social Justice Aspects of Sustainable Development

Environmental Racism

Fair Trade

Living Wage

Domestic Partnerships

Corporate Responsibility

Rights of Indigenous Peoples

Gender Equity

Water Rights

Human Rights

Child Labor Issues

Affirmative ActionMulticultural CompetencePollution & Farming Practices

Worker’s Rights

Sweatshop LaborSlaverySlide11

Global Transition:

It is all connected!

From

Fossil powered

Take, make, waste

Living off nature’s capital

Market as master

Loss of cultural & biological diversity

Independence

Materialism as goal

ToSolar powered

Cyclical productionLiving off nature’s incomeMarket as servant

Increased cultural & biological diversity

Interdependence

Human satisfaction goalSlide12

Challenges and Answers to Sustainability

Challenges

Already busy

Don’t know this stuff

Issues are complex and systematic

Answers

Use national resources

Learn from other institutions

Use students (like YOU) and staff nationally to help you learn, grow, and implementSlide13

Integrating Education for Sustainable Development:

Curricula

Research

Operations

Community

Outreach and

Partnerships

Student Life

Professional Development

Mission and

Planning

Purchasing

Orientation

First year BookSlide14

Key Places:

Mission

Strategic Plan

Budget

Orientation

Campus Map and Signage

Building Policies

Operations and Purchasing Policies

Student Life

Residential Living

Infused throughout curricula

First Year Experience

Gen Ed Core

Curricula Review

Community Partnerships

Workforce DevelopmentSlide15

Convening the Conversation/Front Edge Issues

Front edge Issues

a. Creating Allies

b. Making the Case for the next level of change

c. Overcoming Barriers

d. Examples

e. ResourcesSlide16

Shared Successes and ChallengesSlide17

Sustainability Assessment/Rating...

The conversation is just beginning.

(Next session)Slide18

Sustainability Learning Outcomes

(ACPA’s Sustainability Taskforce, 2006)

Each student will be able to define sustainability.

(cognitive complexity, knowledge acquisition)

2. Each student will be able to explain how sustainability relates to their lives and their values, and how their actions impact issues of sustainability.

(cognitive complexity; knowledge acquisition, integration and application; intra and interpersonal competence; practical competence)Slide19

Sustainability Learning Outcomes

(ACPA’s Sustainability Taskforce, 2006)

3. Each student will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality.

(knowledge integration and application, humanitarianism, civic engagement, practice competence)

4. Each student will be able to explain how environmental, social and economic systems are interrelated.

(knowledge acquisition, integration, intra and inter personal competence, practical competence, persistence and academic achievement)Slide20

Sustainability Learning Outcomes

(ACPA’s Sustainability Taskforce, 2006)

Each student will learn change agent skills.

(cognitive complexity; knowledge acquisition; integration and application; intra and inter personal competence; humanitarianism; civic engagement; practical competence; persistence and academic achievement)

6. Each student will learn how to apply concepts of sustainability to their campus and community.

(knowledge acquisition, integration, intra and inter personal competence, humanitarianism, civic engagement, practical competence, persistence and academic achievement)Slide21

Sustainability Learning Outcomes

(ACPA’s Sustainability Taskforce, 2006)

7. Each student will demonstrate a commitment to sustainability by actively applying their knowledge of sustainability to their lives, professions, and societies.

(cognitive complexity; knowledge acquisition, integration and application; intra and inter personal competence; humanitarianism; civic engagement; practical competence; persistence and academic achievement)Slide22

AASHE - Sustainability Tracking, Assessment

and Rating System

(STARS)

Designed to:

1 Provide a guide for advancing sustainability in all sectors of higher education.

Enable meaningful comparisons over time and across institutions by establishing a common standard of measurement for sustainability in higher education.

Create incentives for continual improvement toward sustainability.

Facilitate information sharing about higher education sustainability practices and performance.

Build a stronger, more diverse campus sustainability community.

Slide23

STARS Rating

Program Overview