Sustainability Improves Student Learning: Resources List
This resource collection is a work in progress developed by the Department of Education funded initiative “Sustainability Improves Student Learning in STEM.” This initiative consists of over 50 members of 11 different STEM disciplinary societies in the U.S. working to advance education for a sustainable future. More information can be found here: www.aacu.org/pkal/sisl
Table of Contents
A. Sustainability in the College Curriculum 3
A1. General resources on teaching for a sustainable future 3
A2. Courses that teach sustainability 5
A3. Courses that teach climate change 5
B. Learning Outcomes for Courses 7
C. Pedagogies and Learning Activities 8
D. Sustainability Resources by Discipline 12
Biology 12
Business 13
Chemistry 14
Design 14
Engineering 15
Environmental Science 15
Geosciences 15
Humanities 16
Law 16
Mathematics 16
Psychology 16
Religion 17
Sociology 18
E. Sustainability Resources – General 19
Books 19
Organizations 20
Journals 21
F. Assessment 26
Green/Sustainability Knowledge & Skill Statements 27
G. Audience Research, Marketing and Outreach 28
H. Online Toolkits 29
I. K-12 Resources on Sustainability 30
J. Civic, Personal, and Social Responsibility 31
A. Sustainability in the College Curriculum
A1. General resources on teaching for a sustainable future
Sustainability: The ultimate liberal art
Frank Rhodes
Section: The Chronicle Review
Volume 53, Issue 9, Page B24, 2006.
http://chronicle.com/article/Sustainability-the-Ultimate/29514/
Building Concepts of Sustainability into the Undergraduate Curriculum
Curriculum for the Bioregion Initiative, Washington Center, Evergreen State College,
http://www.evergreen.edu/washcenter/resources/upload/Integrating_Sustainability_Across_the_Curriculum.pdf
1. "Add-a-course" approach. A good step! But, important topics are often isolated in elective status or into one disciplinary lens, e.g., sustainability just as a dimension of, or a sidebar to environmental studies.
2. Re-orientation of majors, minors, or general education curricula. The current driver for sustainability is the development of global understandings and competence or the involvement of students in civic engagement. Rich sites for learning are, of course, freshman seminars and senior capstone experiences.
3. Interdisciplinary curricula – Either through new, added courses, or through curricular learning communities that link or cluster 2-3 classes during a given term and enroll a common cohort of students.
4. The addition of community-based learning or service-learning to existing classes, that grounds theory in practice.
Engaging Students in Big Questions
Aaron Brower, University of Wisconsin-Madison, Center for Teaching and Learning, 2010.
https://tle.wisc.edu/node/1088
Sustainability Site Guide from SERC (Science Education Resource Center):
http://serc.carleton.edu/serc/site_guides/sustainability.html
Education for a Sustainable Future
Debra Rowe, Science, July 20, 2007, Vol. 317 no. 5836 pp. 323-324
Sustainability is a lens through which increasing numbers of individual colleges and universities, as well as national organizations, are collectively examining and acting upon our shared world systems (1, 2). In the United States, a national trend has begun, but much more needs to be done.
http://www.sciencemag.org/content/317/5836/323.full?ijkey=ufVXDh1P./8wA&keytype=ref&siteid=sci
Higher Education as A Change Agent for Sustainability In Different Cultures and Contexts
Stephens, Jennie C. & Maria E. Hernandez & Mikael Rom‡n & Amanda C. Graham & Roland W. Scholz. 2008." International Journal of Sustainability in Higher Education, v9n3 (2008): 317-338. Purpose - The goal of this paper is to enhance consideration for the potential for institutions of higher education throughout the world, in different cultures and contexts, to be change agents for sustainability. http://phobos.ramapo.edu/~vasishth/Learning_Outcomes/Learning_Outcomes_Biblio.htm
Education for Sustainability: Guides for Teaching and Learning
In an effort to provide a framework for enhancing teaching and learning in sustainability, the Sustainability Team at the University of Gloucestershire (UK) has released two installments of its Education for Sustainability (EfS): Guides for Teaching and Learning series. A Guide for University Managers on Needs and Opportunities explores strategic needs, benefits and the potential for EfS in the curriculum and in partnership with external organizations. A Guide for Educators on Teaching and Learning Approaches provides orientation on the aims and principles of EfS to inform curriculum development work.
Climate Literacy and Energy Awareness Network (CLEAN)
http://cleanet.org/index.html
The CLEAN project, a part of the National Science Digital Library, provides a comprehensive collection of climate science and climate literacy resources for students in grades 6-16 and informal citizen learners. The overarching goal of the CLEAN Pathway project is to introduce standards-aligned "civic science" materials to promote responsible energy use and planetary stewardship for a sustainable future.
New Earth Archive
http://neweartharchive.forumotion.com/
A database in progress, cataloguing consciousness-raising books and videos for students and citizens relevant to climate and socioeconomic change.
Resources and publications from United Nations University’s Education for Sustainable Development program: http://www.ias.unu.edu/sub_page.aspx?catID=108&ddlID=186
Stevenson R, Brody M, Dillon J, Wals A (eds.) 2012. International Handbook of Research on Environmental Education. Routledge: London.
Johnston LF 2012. Higher Education for Sustainability: Cases, Challenges, and Opportunities from Across the Curriculum. Routledge: London.
Book series ‘Higher Education for Sustainability’, edited by Gerd Michelsen, VAS-Verlag: Bad Homburg
Zandvliet DB (ed.) 2010. Diversity in Environmental Education Research. Sense Publishers: Boston.
Leal Filho W (ed.) 2009. Sustainability at universities – opportunities, challenges and trends. Lang: Frankfurt am Main.
Jones P, Selby D, Sterling SR (eds.). 2010. Sustainability education: Perspectives and practice across higher education. Earthscan: London, Sterling, VA
Gough S, Scott W. 2008. Higher Education and Sustainable Development: Paradox and Possibility (Key Issues in Higher Education). Routledge: London.
A2. Courses that teach sustainability
147 Practical Tips for Teaching Sustainability
Connecting the Environment, the Economy, and Society
William M. Timpson, Brian Dunbar, Gailmarie Kimmel, Brett Bruyere, Peter Newman, and Hillary Mizia
http://www.atwoodpublishing.com/books/245.htm
Environmental Literacy and Sustainability as Core Requirements: Success Stories & Models, Rowe.
from Teaching Sustainability at Universities, series ed. Leal Filho, Walter, Peter Lang, NY, NY, 2002.
Association for the Advancement of Sustainability (AASHE)
Curriculum resources for courses that address sustainability.
A3. Courses that teach climate change
Climate Change Education Modules (all disciplines)
National Council for Science and the Environment
Using NASA data, modules have been developed for use in general education courses on climate change that colleges and universities across the country can readily adopt and adapt. The modules were developed as part of the Climate Change Education Initiative by NCSE's Council of Environmental Deans and Directors and funded by a NASA Global Climate Change Education grant. All discipline scan include climate change information in their teaching.
http://ncseonline.org/climate/cms.cfm?id=3818
Academic Guidance Document
Signatories to the American College and University Presidents’ Climate Commitment have committed to take “actions to make climate neutrality and sustainability a part of the curriculum and other educational experiences for all students.” This guidance document, Education for Climate Neutrality and Sustainability, is designed to identify some of the best practices across higher education and to provide resources.
http://www.presidentsclimatecommitment.org/resources/guidance-documents/academic
B. Learning Outcomes for Courses
Sustainability Learning Outcomes
Lists of sustainability “big ideas,” sustainability skills, and sustainability habits of mind
Curriculum for the Bioregion Initiative, Washington Center, Evergreen State College,
http://www.evergreen.edu/washcenter/resources/upload/Integrating_Sustainability_Across_the_Curriculum.pdf
Learning Outcomes for Sustainable Development In Higher Education
Svanstršm, Magdalena & Francisco J. Lozano-Garcia & Debra Rowe. 2008. International Journal of Sustainability in Higher Education, v9n3 (2008): 339-351.
Discusses “the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations and across different countries. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent abilities and communication, and finally different attitudes and values.”
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ808628&ERICExtSearch_SearchType_0=no&accno=EJ808628
ACPA College Student Educators International
Sustainability Taskforce Student Learning Outcomes
A chart with seven learning outcomes (not discipline specific). See the first column
http://www.myacpa.org/task-force/sustainability/docs/Learning_Outcomes_Sustainability_Map.pdf
C. Pedagogies and Learning Activities
Deep Learning Strategies in Education for Sustainability across disciplines:
Marshall, S. (2010). Re-Imagining Specialized STEM Academies: Igniting and Nurturing Decidedly Different Minds, by Design. Roeper Review, 32(1), 48-60. doi:10.1080/02783190903386884
“A personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture decidedly different STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage actively in the authentic work, modes of inquiry, and practices that distinguish four STEM learning cultures, environments, and communities: (a) Inquiry and Research Laboratory and Interdisciplinary Learning Center—develops disciplinary, interdisciplinary, and inquiry-based thinking; (b) Innovation Incubator and Design Studio—ignites innovative and design-based thinking; (c) Global Leadership and Social Entrepreneurship Institute—nurtures change leadership and systems-based thinking; and (d) Leadership, Innovation and Knowledge (LINNK) Commons—connects the knowledge, innovation, leadership resources, and networks of the global STEM commons to collaboratively solve complex problems that advance both the new STEM frontier and the human future.”
Problem-based Case Learning
The Getting Started Guide is designed to explain to interested faculty how to begin the process of learning, designing, and implementing PBCL in their classrooms. http://www.makinglearningreal.org/prodev2.html
Integrating Project-based Learning throughout the Undergraduate Engineering Curriculum
Savage, R. N., Chen, K. C., & Vanasupa, L. 2007, Journal of STEM Education: Innovations & Research, 8(3/4), 15-27.
“…In the United States, the National Academy of Engineering has underscored the need for these changes and has established a center to facilitate systematic reform of engineering education… [1]. The Accreditation Board for Engineering and Technology has modified their accreditation criteria to place an emphasis on project-based learning (problem solving) and self-directed learning which supports life-long learning [2]… a common theme is to emphasize the creative elements of engineering through the integration of project-based learning (PBL) experiences. …gives students a contextual environment that makes learning relevant and focused. Solving the problem drives learning, rather than the traditional “teach by telling” lecture format…”
Science Education for New Civic Engagements and Responsibilities (SENCER)
“SENCER improves science education by focusing on real world problems and, by so doing, extends the impact of this learning across the curriculum to the broader community and society.”
www.sencer.net
What works in Facilitating Interdisciplinary Learning in Science and Mathematics https://secure.aacu.org/source/Orders/index.cfm?section=unknown&task=3&CATEGORY=AS&PRODUCT_TYPE=SALES&SKU=PKALWORKS&DESCRIPTION=&FindSpec=&CFTOKEN=84612314&continue=1&SEARCH_TYPE=
Connected Math Project
Michigan State University, for K-12 with implications for higher education.
http://www.phschool.com/cmp2/ and http://connectedmath.msu.edu/
Affective Learning:
Shephard, Kerry. 2008. "Higher Education for Sustainability: Seeking Affective Learning Outcomes," International Journal of Sustainability in Higher Education, v9n1 (2008): 87-98. [Purpose - The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability. Design/methodology/approach - An analysis based on a literature review of relevant educational endeavours in affective learning. Findings - This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learning outcomes in the affective domain. Practical implications - Educators for sustainability could use this relevant theoretical underpinning and experience gained in other areas of education to address the impact of their own learner-support activities. Originality/value - Educators have traditionally been reluctant to pursue affective learning outcomes but often programmes of study simply fail to identify and describe their legitimate aims in these terms. This paper emphasises the application of a relevant theoretical underpinning to support educators' legitimate aspirations for affective learning outcomes. It will also help these educators to reflect on how the use of these approaches accords with the liberal traditions of higher education.] Description from http://phobos.ramapo.edu/~vasishth/Learning_Outcomes/Learning_Outcomes_Biblio.htm
Sipos, Yona & Bryce Battisti & Kurt Grimm. 2008. " Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart," Journal of Sustainability in Higher Education, v9n1 (2008): 68-86. [Purpose - The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re-envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and heart - balancing cognitive, psychomotor and affective domains. University programs and courses meeting these learning objectives exhibit an emergent property here termed transformative sustainability learning (TSL). Findings - The paper finds: advancement of head, hands and heart as an organizing principle by which to integrate transdisciplinary study (head); practical skill sharing and development (hands); and translation of passion and values into behaviour (heart); development of a cognitive landscape for understanding TSL as a unifying framework amongst related sustainability and transformative pedagogies that are inter/transdisciplinary, practical and/or place-based; creation of learning objectives, organized to evaluate a course or program's embodiment of TSL. Originality/value - By enabling change within existing structures of higher education, the paper complements and contributes to more radical departures from the institution. The work to date demonstrates potential in applying this learning framework to courses and programs in higher education.] Description from http://phobos.ramapo.edu/~vasishth/Learning_Outcomes/Learning_Outcomes_Biblio.htm
Progressive Pedagogy Model for Project Based Service Learning:
Abstract: This article explores the use of a new teaching and learning model that incorporates diverse progressive teaching methods to create an innovative tool for educators. The Partnership For Learning Model (PFLM), was created specifically for service learning students, community partners,and faculty with a carefully choreographed series of classroom exercises This model, along with its corresponding exercises and assignments, may be applied to a wide range of professional, academic courses that will enhance student's life skills and provide real world benefits for the communities where it is used.
Multiple Teaching and Learning Methodologies:
Kaiser, F. G. & Fuhrer, U. (2003). Ecological Behavior’s Dependency on Different Forms of Knowledge, Applied Psychology: An International Review. Supports the need for STEM and/or education for sustainability to engage in multiple teaching and learning methodologies for personal and societal sustainable behavior.
The Environmental Literacy Framework
An Earth Systems approach to teaching environmental literacy. The material at this site is intended to promote an extended conceptual framework for environmental literacy that covers the major Earth systems: atmosphere, hydrosphere, geosphere and biosphere. Each of these comprises an environmental literacy science unit; a fifth unit, Energy, provides unifying concepts that capture the dynamic nature of the Earth systems. Each of these units was developed from an underlying set of essential principles derived from earlier literacy efforts of other groups of science and education professionals.