Transcript etc2012prez - Association for the Advancement of Sustainability

Chandler-Gilbert Community College
Environmental Technology Center
Dr. Darien Ripple - ETC Coordinator
Environmental
Technology
Center
Part I
History & Strategic Plan
Part II
ETC Pedagogy & Outreach
Part III
Experiential Learning and
Student Projects
The goal of the Environmental Technology Center (ETC) is
to maintain a low-impact and cost efficient living classroom.
The ETC serves as an area for experiential learning projects
that will allow students and community members the ability
work on the evolving structure and surrounding gardens. The
ETC seeks out ways of being sustainable while attempting to
create a sense of place within the community.
Historical
Development
Fall 2006
Darien Ripple presented a
paper to administration
calling for the creation of an
interdisciplinary academic
certificate in Sustainability
and Ecological Literacy and
the development of an
Environmental Technology
Center
Spring 2007
The proposal was introduced
to the Global Learning
Committee
2008
Seed money from a Shared
Futures Grant was to be used
to create the ETC
A consultant provided
suggestions to construct a
simple structure.
An preliminary plan was
approved by the CGCC
Spring 2009
The ETC location was
approved and the first
student graduated with
the Sustainability and
Ecological Literacy
certificate
Spring 2010
The first gardens began
Summer 2012
A new ramada with a solar roof
was built and sponsored by
Salt River Project
Current Projects
6 Clubs have garden plots
Educational collaborations
with 11 CGCC instructors
Education projects with
4 public Schools
Daisy troop educational tours
Native Seed Project
Adobe Brick Project
Chandler-Gilbert Community College
2007-2012
STRATEGIC GOALS & OBJECTIVES
GOAL #4 - Advance Global Learning &
Sustainability
Objectives
4.1 Embed Global learning and sustainability into the curriculum.
4.2 Expand and enhance programs and services that increase
student and employee awareness and understanding of global
issues that sustain life and learning.
4.3 Collaborate with external partners to support programs for a
socially, environmentally, and economically sustainable
society.
4.4 Examine current practices, as well as opportunities, to move
the college toward a highly sustainable, carbon neutral mode
of operation and work with stakeholders and vendors aligned
with principles of sustainability.
GOAL #6 - Strengthen Community
Engagement and Civic Participation
Objectives:
6.1 Strengthen and expand community and corporate
partnerships
6.2 Expand outreach and promotional efforts to inform
and engage the community.
6.3 Encourage a culture of civic engagement and
social responsibility.
Academic Certificate in Sustainability and
Ecological Literacy
Description: The Certificate enhances students’
understanding of sustainable living practices
associated with economics, equity and the
environment. Through a combination of coursework
and experiential learning, students engage in critical
thinking, inquiry, and discourse, skills necessary for
becoming socially responsible citizens who are
environmentally aware. The certificate is designed for,
although not limited to, students seeking an Associate
in Arts Degree and planning transfer to four-year
colleges and universities. Total Credits: 16

Required Course: Credits: 3 -PHI216 Environmental Ethics

Required Science Based Course: Select 4 credits from the following courses

BIO105 Environmental Biology with Lab (4) or GLG110 (GLG111) Geological Disasters with
Lab (4)

Required Humanities, Social Science Courses and Wellness: Credits: 6

Students will choose 2 different courses from the following list:

ENH206 Nature and Environmental Literature (3), ENH260 Literature of the Southwest (3),

HUM201 Humanities: Universal Themes (3), SBU200 Society and Business (SB) (G),

REC150AB Outdoor Adventure Skills (3)

Humanities and Social Science Electives: Credits: 3
Students will choose 1 course from the following list

HIS110 World History to 1500 (3), HIS111 World History 1500 to the Present (3)

HUM250 Ideas And Values in The Humanities (3), PHI104 World Philosophy (3)

POS120 World Politics (3), PSY132 Psychology and Culture (3)

SOC101 Introduction to Sociology (3)
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Defining a
Sense of
Place
Experiential Learning
 Experiential learning is
“a process in which the
learner works on a
learning task or activity
and is largely
independent of the
teacher who acts as
manager of the
learning programme
and as resource
person” (Higgs, 1988,
pp.40-41).
Observation and Reflection
“The days following the
development of the mixing
pit, people came and went,
but not me. I was having a
good time. Adobe making
gave me a sense of
belonging. I was content
that somebody appreciated
the skill of the common
people and realized that in
many ways it makes a lot
more sense than our so
called advanced
technology. I was ready to
show the world the beauty
and magic of adobe bricks.”
Experiential
Learning
Sensory gardens
Edible Schoolyard
Learning Stations
Experiments
Place-based
education
Coordinator- Darien Ripple
In regards to the place-based
education, faculty and staff
performed particular roles to
enhance the student learning
process.
Georegion – Roy Schiesser
History of the area – Paul Petrequin
Service Learning – Alison Whiting
Educational Outreach –Chris Schnick
Educational Materials – Larry Miller
Instructional Technology – Tom Foster
Applied Engineering – Bassam Matar
Faculty Projects
Outreach to Area Schools
Soil Temperature Analysis
Food Bank Garden
Applied Math & Plant Growth
Composting & Writing
Computers & Soil Testing
Adobe and Art
Environmental Ethics & Food
Various Honors Projects
Student Projects
Rain Harvesting
Compost
Pepsi Grant
Public relations
LED Lighting
Mixed Use Gardens
Green House
Native seeds
Solar Panels
Green Roofs
Soil Testing
Adobe Bricks
“This project to me was not simply a
project of researching green roofs but to
also research what it means to live
greener.”
Adobe Project
19
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Building Communities
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Academic Excellence Through
Experiential Learning
22
A Sustainable Future
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