Identifying Sustainability Research and Curriculum for THE STARs Assessment

1. Identifying Sustainability Research and Curriculum for THE STARs Assessment Whitney Jones & Garrison Yang

2. Data Collection Methods • Course Catalogs • Survey • News Articles • Title Review • Department Websites • Emailing Faculty • Emailing Chairs • Interviewing Faculty • Office of Research Newsletter • Keyword Search

3. Data Collection Methods: Research Amount of Information Collected Time Needed to Collect Data

4. Data Collection Methods: Courses Amount of Information Collected Time Needed to Collect Data

5. How is research defined? • Figuring Sea Level Rise: Seminar & Film • Different interpretations of “Research” from different departments • Natural Sciences: didn’t count project as anything • Social Sciences: counted project as public service • Humanities: counted project as research

6. Definition of Sustainability Research 1) Seeks to better explain the dynamic functionality of and history of earth’s systems as they may affect humans; 2) Seeks to better explain the relationship between humans and their biotic and abiotic environment;3) Seeks to better explain human impacts on the natural environment;4) Seeks to better explain the effect of environmental issues on humans or society more broadly; 5) Explores the relationship of humans and the natural environment through art and culture; and/or 6) Innovates a solution through practice, technology, or artistic expression to an issue affecting our natural and/or cultural environment.

7. Reporting Methods: Research

8. Snapshot Of Research Spreadsheet

9. Example of Research Description David Cleveland UCSB Department of Environmental Studies David Cleveland’s research and teaching focus on small-scale, sustainable agriculture and its role in responding to climate change, resource scarcities, new technologies, and demands for social justice. His current focus is the potential contributions of agrifood system localization to climate change mitigation, improved nutrition, and food sovereignty in Santa Barbara County and California. His 2013 book, “Balancing on a Planet: The future of food and agriculture,” is an interdisciplinary primer on critical thinking and effective action for the future of our global agrifood systems, based on an understanding of their biological and sociocultural roots.

10. Definition of Sustainability CourseGoal Measures 1) Identifies one or more serious environmental problems and explain its underlying causes and possible consequences. 2) Explores the conceptual foundations of our environmental attitudes, values and challenges from a variety of cultural perspectives. 3) Examines the scientific understanding of Earth’s natural systems and cycles, emphasizing humanity’s role as the planet’s ecologically dominant species and how that affects the continuing viability of habitats for life on Earth. 4) Demonstrates the interconnectedness of environmental, economic, and social systems. 5) Investigates how our relationship to the natural world has been shaped historically, politically, and/or economically. 6) Examines the controversies surrounding questions of values and ethics as they relate to creating a sustainable future.

11. Definition of Sustainability CourseOutcome measures 1) Understand and be able to effectively communicate the concept of sustainability. 2) Analyze how the well-being of human society is dependent on ecosystems and the materials and services they provide to humanity. 3) Recognize the physical and biological attributes, basic functioning, and limits of planetary ecosystems. 4) Develop and use an ethical perspective in which they view themselves as embedded in the fabric of an interconnected world. 5) Become aware of and explore the connections between their chosen course of study and sustainability. 6) Synthesize understanding of social, economic, and environmental systems and reason holistically. 7) Be able to create models, products, designs or creative representations that highlight an understanding of the connections among people, processes and the environment.

12. Reporting Methods: Courses

13. Snapshot Of Courses Spreadsheet

14. Example Course Justification Environmental Science and Management 260 – Applied Marine Ecology This class focuses on the application of ecological principles and methods to environmental problems in marine ecosystems. Emphasis is placed on design and execution of field sampling and experiments to access biological impacts of anthropogenic disturbances and restoration activities.

15. Grey Areas: Research Culture and the Environment • Explores the relationship of humans and the natural environment through art and culture • Colin Gardner • Research focuses on producing a new vision for a more ethical and ecologically sustainable world through bridging man, art and world

16. Grey areas: research Intention versus Implication • Innovates a solution through practice, technology, or artistic expression to an issue affecting our natural and/or cultural environment Luke Theogarajan • Primarily involved biomedical engineering • He is developing a new method to communicate with neural tissue that has already proved to be safer and require lower power to function than the approach currently used

17. Grey areas: research Methodology versus Content • Differentiating between establishing new methodology to deliver content versus the content alone James Donelan • Conducts research into pedagogical issues related to sustainability, including remote teaching

18. Grey areas: Research Natural Disasters and Earth Processes • Seeks to better explain the dynamic functionality of history and earth’s system as they may affect humans Daniel Lavallee • Daniel Lavalee’s research has been focused on the study of nonlinear effects in seismology • A better understanding of earthquakes and tsunamis will help mitigating damage to the environment

19. Grey areas: courses Content versus Methodology INT 94JS: Introduction to Santa Cruz Island • Course was developed with the intention of helping freshmen students develop a sense of place and appreciation for the local natural environment. INT 194JS: A Walk in the Woods • Seminar introduces students new to the Santa Barbara area to the landscape and flora of the Santa Ynez Mountains. • Geared towards recreation and monitoring • Simply “being in nature” is not enough.”

20. Grey areas: courses Nutrition, Health, and Healthy Living ESM 3: Nutrition for Health • Examines relationships between diet, health, and disease. • Basic nutrition principles, food selection, proper diet, and lifetime health habits are emphasized. MCDB 20: Concepts of Biology • Looks at the chemical foundation of life and its impact on human nutrition.

21. Grey areas: Courses Social Justice Issues and Social Inequality Relating to Environmental Justice CH ST 171: The Brown/Black Metropolis • Examines social justice issues between Brown/Black urban populations. • Includes a section on environmental justice in relation to race and class. FEM ST 60: Women of Color: Race, Class, and Ethnicity • Addresses the dynamics of gender, race, sexuality, class, and culture in the experience of U.S. women of color.

22. Grey areas: courses Course cannot be purely ecological EEMB 228: Ecological Constraints to Ecosystem Restoration • Course examines various models and approaches to ecosystem restoration. • Looks at the application of restoration as well as the adaptive management strategies used. EEMB 120: Ecology • Considers major concepts in population and evolutionary ecology using theoretical, experimental, and field studies.

23. Conclusion and Takeaways 5 Points for Consideration: • Diversify data collection methods • Encourage open, interdisciplinary debate about sustainability definition(s) • Use a teamwork approach to grey areas • Spend equal time on courses and research • Make the most of your STARS inventories