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Curriculum

Objective: To continue supporting our successes in academics through student leadership and sustainability-focused curriculum that transcends departments and classroom walls.

Goals:

Support and build upon our successes and strengths

  • Support and better integrate existing programs/efforts: Environmental Studies major/minor, College of Business Sustainable Management minor, Renewable Energy Institute, biodigester projects
  • Continue to build and support faculty and instructional staff expertise/community around teaching sustainability, including in the USP
    • Continue Winnebago Project for faculty/instructor development, perhaps targeted versions for different units/groups (e.g. Nursing, Education, Biology, etc.), or targeted towards specific sustainability issues (e.g., climate change or Fair Trade)
    • Diversify options for developing expertise (e.g., book clubs? Short sessions offered throughout semester? CETL Scholars projects?)
    • Invest in a sustainability resource room/gathering center- a “space” on campus where those interested in the teaching of sustainability can gather and where we can house resources related to the teaching of sustainability
    • Continue to support the Leadership Fellow for Sustainability position in some form, even if the number of course releases (currently 3 per year) is cut down to allow for greater flexibility for departments and cost savings for the administration

 

Renew our commitment to sustainability across the curriculum, to ensure that students continue learning about sustainability beyond the USP

  • Implement a “green dot” or other indicator system and/or a Sustainability Certificate that students can earn after completing a certain number/combo of courses. This will incentivize students taking more sustainability courses than required, even if they are not ES majors/minors.
  • Target Explore instructors to get them to make sustainability a major part of their courses, so all students encounter sustainability beyond their Quest courses
  • Reach out to units that have not yet had broad involvement (e.g., College of Nursing and College of Health and Human Services)

    • Assess barriers to involvement
    • Develop targeted faculty development and programming options that fit needs
    • Work on community building: for example, use low-stakes co-curricular events (e.g., Earth Week) to attract and begin involvement
  • Develop associated Sustainability Leadership Program for students that includes:
    • Common academic component
    • Leadership training
    • Immersion experience
    • Community-based internships
    • Outcome: certificate or minor (Sustainability Leadership)

 

 

Develop and implement an assessment plan for student sustainability literacy

  • Revisit current Sustainability Rubric and determine if this is an effective tool
  • Determine how we will assess sustainability literacy, and what specifically we will be assessing (for example, will be want to assess the effectiveness of different measures such as USP, or just sustainability literacy generally?)
  • Determine timeframe for implementation
    • Prioritize implementation before we have gone through one cycle of the new USP program, and after

 

Develop campus as a “Living Lab”: “A given place where problem-based teaching, research, and applied work combine to develop actionable solutions that make that place more sustainable. This requires a joint commitment from students, faculty, staff, and local residents to design, implement, adapt, and teach new approaches that address issues of equity, economy, and ecology.” (Portland State University’s Living Lab program)

  • Incorporate and link existing efforts that could support this effort or fall under this umbrella (e.g., ERIC lab, biodigesters, Renewable Energy Institute, new Sustainable Technology Program and Viessmann professorship, USP)
  • Determine resources and institutional support needed to achieve (e.g., personnel needs, faculty and staff development, community partnerships)
  • Prioritize development of a centrally located campus garden as a learning tool, perhaps run with the assistance of a community partner (Growing Oshkosh)
  • Develop associated Sustainability Leadership Program for students that includes:
    • Common academic component
    • Leadership training
    • Immersion experience
    • Community-based internships
    • Outcome: certificate or minor (Sustainability Leadership)
by Spanbauer, Bradley R last modified Apr 17, 2014 03:07 PM

Teaching Resources CTA

Campus Sustainability Plan

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Fair Trade

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