Transcript ITG webinar Teaching Sustainability and

Welcome to the
2016 InTeGrate Professional Development
Webinar Series
Free and open to the public, this series aims to help faculty teach
about the earth in the context of societal issues. The series
incorporates InTeGrate principles into teaching practices,
provides materials available for adoption, and creates a forum
for participants to learn and share teaching strategies.
http://serc.carleton.edu/integrate/workshops/webinars/2016_2017/humanities
This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Teaching Sustainability and Environmental
Justice in the Humanities and Social Sciences
Sarah Fortner
Wittenberg
University
Ruth Hoff
Wittenberg
University
Kate Darby
Western
Washington
University
Rory McFadden
SERC
(moderator)
This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
InTeGrated Program Planning Around
Grand Challenges
This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Wittenberg’s
Implementation Effort
• Embed sustainability modules across
disciplines (find out what works)
• Broaden participation (expand what works,
make visible, explore connections)
• Deepen approach (make connections through
shared questions, community projects,
collaborative action)
Key Results
First Year Seminar
Sustainability Tracking & Solutions Activity
All freshmen 2015, 2016, 2017 & beyond!
Community-based problem solving
• All Environmental
Science Courses
• Growing to include
courses in the
education & social
sciences
(7 expert partners,
themes of food,
environmental health,
sustainable land use)
• Shared vision, project
rubric, & assessment
tools to track progress
Participating Faculty Not Just
From the Sciences
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World Languages
Business
Nursing
Communication
Political Science
Sociology
Education
Nutrition
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Geology
Physics
Chemistry
Biology
Environmental
Science
• Global Seminar
(from partner schools)
Why Faculty Said They Participated
1) To increase connections/interdisciplinary
2) To identify shared resources to leverage
(projects, guest speakers, opportunities).
3) Topic relevance (grand challenges)
4) Student empowerment
5) To expand sustainability solutions
Recruitment message aligned with these
faculty interests
Recruitment Message:
An Opportunity
How do we prepare our
students to address grand
challenges into the future?
Program
Growth
Student
Learning
Grand
Challenges
Supporting Faculty= Anticipating Barriers &
Responding to New Challenges
Issue
Fit Issues within Course
Response
Planning Worksheet,
Follow-up based on
responses
Finding connection with Identifying themes for
partners for course
collaboration, asking
community project
partners to identify
data/resources
Grow Your Web & Distribute Leadership
• Institutional Mission
• Strategic Planning Efforts
• Committee Work aligned with
Project Interests (e.g. General
Education, First Year Advisory
Committee, Assessment,
Programming, Sustainability
Task Force)
• Co-curricular & community
intersections
• Alumni Networks
Adapting the Environmental Justice and Freshwater
Resources module for an intermediate-level Spanish class
This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
Adapting the Environmental Justice and Freshwater
Resource module for an intermediate-level Spanish class
• Opening space in the curriculum
– Move from intermediate conversation/composition/grammar courses
to half-semester content-based courses
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Voces del pasado (Voices from the Past)
El cine y el cambio social (Film and Social Change)
El mundo contemporáneo (The Contemporary World)
El arte de la traducción (The Art of Translation)
La diversidad en el mundo hispano (Diversity in the Hispanic World)
El mundo físico (The Physical World)
Adapting the Environmental Justice and Freshwater
Resource module for an intermediate-level Spanish class
• How I adapted content from the original
module to fit my course:
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Translated introductory definitions, concepts, and activities
Included and created Latin American case study units
Added “authentic” Spanish-language resources
Adapted pace and activities for Spanish language learners
Addressing Barriers to Comprehension
• Examples of challenges
– Varied student background and interest levels in
geoscience
– Subject perceived as difficult may seem even more
so in another language
– Language proficiency level may hinder
comprehension and communication
– Technology hitches
– Not area of faculty expertise
Addressing barriers to comprehension
• Image-rich resources
• Defining words in Spanish for both content and language
learning
• Active application of concepts in group work problem-solving
• Contextualizing data and abstract ideas with personal stories
and narratives
• Cognates and paraphrasing
• Flexibility and alternative options to address technology
limitations
Exploring societally relevant
geoscience topics with nongeoscience students
Kate J. Darby
Huxley College of the Environment
Western Washington University
This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331
The Module
• Mapping the
Environment with
Sensory Perception
• Introduce students to
data collection and
representation through
mapping smells and/or
sounds
The Teaching Context:
• Fairhaven College of Interdisciplinary Studies
at Western Washington University
• Engaged, quirky, self-motivated, CRITICAL
students who had STRONG preconceptions
(and sometimes fears) about science
• Upper division environmental justice seminar
Adjusting language: Insights and Tips
• Meet students where
they are
• Draw connections to
language and
specialized knowledge in
other fields
• Link understanding of
language to engagement
in environmental issues
Tower of Babel, Pieter Bruegel the Elder (1563)
Building on Student Interest in
Environmental Justice and Sustainability to
introduce geoscience topics:
Insights and Tips
• Link understanding
geoscientific concepts to
engagement in
environmental issues
• Link to alternative scientific
knowledge users and
communities (e.g. citizen
science)
Creating sensory maps to
better understand the
experiences of EJ
communities: Insights
and Tips
• Encourage students to
choose a meaningful
mapping space and topic
• Compare and contrast their
maps with “expert” maps
• If possible, link to local
environmental groups
After reflecting on this prompt for a moment, please
use the ‘chat’ feature to write a few sentences.
How do you envision applying what learned
today to your situation in your class,
department/program, or university/college?
You are also welcome to ask other questions for
discussion at this time.
InTeGrate Professional Development Webinar Series
http://serc.carleton.edu/integrate/workshops
Developing Graduate Students’ Teaching
Capacity with InTeGrate Materials
Mapping Hazards and Active Tectonics
Thursday, October 2
Thursday, August 18
Energy and the Environment
Teaching About Natural Hazards and Risk
Thursday, October 27
Wednesday, August 31
Water Sustainability
Teaching Sustainability and Environmental
Justice in the Humanities and Social
Sciences
Thursday, November 3
Climate, Oceans, and Atmosphere
Wednesday, September 7
Thursday, November 17
The Importance of Diversity and Equity in
Supporting the Whole Student
Biosphere and Critical Zone
Thursday, September 22
Water Resources and Sustainability
Thursday, October 6
Developing Students’ Data Skills
Wednesday, October 12
Wednesday, November 30
Food Security
Wednesday, December 7
Upcoming opportunities
• Next InTeGrate webinar:
The Importance of Diversity and Equity in Supporting the Whole Student
Thursday, September 22
1:00 pm Pacific | 2:00 pm Mountain | 3:00 pm Central | 4:00 pm Eastern
Registration deadline: Tuesday, September 20
• NGSS webinar: October 13th at 1 PM PT | 2 PM MT | 3 PM CT | 4 PM ET
•
Introducing Teachers to the Next Generation Science Standards: Best Practices and Lessons
Learned by Michael Wysession
• Consider your department or course for NAGT’s Traveling Workshops Program
• Earth Educators’ Rendezvous 2017 in Albuquerque, New Mexico
• Join the InTeGrate Webinar Series Community Discussion
Help us…help you…
Webinar evaluation
This work is supported by a National Science Foundation (NSF) collaboration between the
Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331