Getting to the Point: Teaching STEM Content Through Societal Challenges

1. Getting to the Point: Teaching STEM Content Through Societal Challenges David Koetje Professor of Biology, Calvin College Debra Rowe President, U.S. Partnership for Education for Sustainable Development Corrine Taylor Director, Quantitative Reasoning Program, Wellesley College Amy Wilstermann Associate Professor of Biology, Calvin College

2. Framing the Question • Why teach sustainability/societal issues? • Developing competence: national trends • What do we want students to know? • What do we want students to be able to do?

3. Benefits of Teaching Sustainability

4. “Sustainability Improves Student Learning”SISL! • 13 Academic Disciplinary Societies as Founding Members • AIBS, NNN, ACS, ASEE, APA, NABT, AAPT, SIGCSE, ACTE, MAA, NAGT • All STEM disciplines - Biology, Math/QR, Chemistry, Engineering, Psychology, Physics, Computer Science, Geosciences, Career and Tech Ed • Online Resources with Starter Kit for Faculty

6. Sustainable Development… “meeting the needs of the present without comprising the ability of future generations to meet their needs” ~ “Our Common Future,” United Nations Brundtland Report, 1987

7. Triple Bottom Line of Sustainability Social Well-being Flourishing Environment Strong Economy Sustainable Society Economics as if people and the planet mattered

8. Education for a Sustainable Society: “enables people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.”

9. Ecosystem Ecosystem Sustainable Communities Public Choices and Behaviors-Laws Higher Education Private Choices and Behaviors-Habits Sustainable Economies Ecosystem Ecosystem

10. Green jobs: the obvious choices Traditionally, community college, career and technical education, and even the National Science Foundation focus on technicians: • Energy auditor • Wind energy technician • Insulation and weatherization technician • Photovoltaics (solar electricity) installer • Thermal solar installer (hot water and space heating and pool heating)

11. Partial list of jobs: all need STEM -the less obvious choices??? • Industrial Engineer • Engineering Manager • Green products distribution designer/manager • Sales & Marketing Staff for Sustainable Products • Brownfields Real Estate Developer • Sustainable Business Process Designer • Corporate Recycling Manager • Environmental Economist • Sustainability Entrepreneur • Environment, Health and Safety Director • Environmental Quality Certification Specialist • Geographic Information Systems Specialist

12. Partial list of green jobs: All need STEM - the less obvious choices???? • Hazardous Materials Handler • Sustainable Operation Manager/consultant • Socially Responsible Investment Advisor • Sustainability Officer • Trainer/Educator for Green Jobs • Sustainability Communications • Fostering Sustainable Neighborhoods Community Organizer • Environmental Journalist • Permaculture Designer and Contractor • Sustainable Landscape Architect • Natural Resources Manager • Sustainable Communities Planner

13. The Pervasiveness of Sustainability • STEM is crucial to career skills for a sustainable future. • Every job will have a green/sustainability component to it, since we all make related decisions in all of our jobs. • Doing nothing supports energy waste, toxins, food chain disruption and ecosystem destruction. Costly in dollars and in human suffering of billions - unacceptable.

14. Key Government Initiatives • Green Ribbon Schools!!! • Including Green/Sustainability into Career Pathways - National Association of State Directors of Career and Tech Ed – Food, Agriculture and Natural Resources – June 2012 • Funds from multiple federal agencies in energy/ environment/climate change – e.g. CAMELclimatechange.org Integrate from NSF, NOAA, EPA, FIPSE… • Sustainability Improves Student Learning - Mobilizing Disciplinary Societies on Behalf of our Students … and our Planet, Sustainability and STEM - Textbook and civic engagement/ policy/resources/professional development - http://www.aacu.org/pkal/disciplinary societypartnerships/mobilizing/index.cfm

15. Role of Higher Education Higher education is taking a leadership role. What does it look like?

16. legislation public awareness For higher education, sustainability is being integrated into: Curricula Research Mission and Planning Operations Purchasing CommunityOutreach and Partnerships Professional Development Student Life Thanks to Wynn Calder for this diagram

17. Why is it such a high priority? • Much of the public doesn’t know that we are exceeding the carrying capacity of the planet. (www.myfootprint.org) • Public doesn’t know we can reduce human suffering and environmental degradation now while building stronger economies • Core pedagogy. Education to action is the key. Catalyzing sustainable communities as academic assignments. More action learning.

18. Curricular Trends • Over 1800 new interdisciplinary courses/programs/certificates • Minors in Sustainability at Penn State, Utah State, Michigan, MSU and many others • Included in general education core for all degrees • Infused across the curricula

19. Honor your good work!! • Continue the trends to change the norms for undergraduate and graduate education to include creating a sustainable future • Reducing cynicism and passivity, and building skills and self efficacy to create systemic, positive change using STEM knowledge

20. In higher education, focus is on engaging students and the community in building solutions – NOT doom and gloom life supporting resources declining consumption of life supporting resources rising

21. Vision: Sustainable development integrated into education and learning in the United States • Non‐partisan, multi‐sector partnership of over 360 registered organizations • The Partnership’s current Sector Teams are: • Communities • Business • Faith Based Organizations • Higher Education • K-12 and Teacher Education • Youth

22. National Networks in HE Committed to the advancement of sustainability throughout higher education

23. AACC American Association of Community Colleges AASCU American Association of State Colleges & Universities AASHE Association for the Advancement of Sustainability in Higher Education ACCED-I Association of Collegiate Conference & Events Directors - International ACE American Council on Education ACPACollege Student Educators International ACUHO-I Association of College & University Housing Officers International AGB Association of Governing Boards of Universities & Colleges APPA Association of Higher Education Facilities Officers CCCU Council of Christian Colleges & Universities NACA National Association for Campus Activities NACUBO National Association of College & University Business Officers NAEP National Association of Educational Procurement NAICU National Association of Independent Colleges & Universities NIRSA National Intramural-Recreational Sports Association SCUP Society for College & University Planning

24. Professional Associations for: • Presidents • Academic Officers • Student Affairs • Trustees • Campus Activities • Facilities • Business Officers • Planners • Events Directors • Recreation Directors • Purchasers • More….. All Working on Sustainability

25. Resources HEASC Resource Center - Socially, economically and environmentally responsible procurement, operations, planning, leadership, learning outcomes and more!!

26. National Networks in HE DANS – the Disciplinary Associations Network for Sustainability www.aashe.org/dans - click on Resources Including sustainability in many disciplines and degrees

27. DANS – Participating Associations • American Psychological Association • Sociology • Religion • Philosophy • Math • Broadcasting • Architecture • Engineering (civil, mechanical, eng. ed.) • Business • Ecological Economics • Chemistry • Biology • American Association for the Advancement of Science • Computer Research • Humanities • STEM disciplines • Political Science • Anthropology • More…

28. Academic Disciplines and U. S. Partnership created DANS Infusing sustainability into: • Curricula, including textbooks • Promotion and tenure and accreditation • Informing legislation and policy • Informing the public Click on “Resources” at www.aashe.org/dans - scroll down the page!!!

29. ACUPCC The American College & University Presidents’ Climate Commitment Climate Leadership in Higher Education Over 650 presidents in all 50 states

30. Resources from the ACUPCC… Pledge… to make all students literate about our challenges and engaged in solutions Education for Climate Neutrality and Sustainability – very good!! ACUPCC Webinar Series ACUPCC Solutions Page (includes links to further resources)

31. More Key Sites: Activities • U.S. - Association for the Advancement of Sustainability in Higher Education – www.aashe.orgSign up for the free bulletin and search the extensive resources and share what you are doing • American Association of Community Colleges and its members colleges – a leader in greening the curricula and the community – visit their Sustainability Education and Economic Development Resource Center at www.TheSeedCenter.org

33. Student Learning OutcomesACPA President’s Sustainability Taskforce, 2006 – College Student Educators International Each student will be able to define sustainability. Each student will be able to explain how sustainability relates to their lives and their values, and how their actions impact issues of sustainability. Each student will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality. Each student will be able to explain how systems are interrelated.

34. Each student will learn change agent skills. Each student will learn how to apply concepts of sustainability to their campus and community by engagingin the challenges and solutions of sustainability on their campus. Each student will learn how to apply concepts of sustainability globally by engaging in the challenges and the solutions of sustainability in a world context. These outcomes match international declarations and other countries’ learning outcomes… Svanström, Lozano-G, Rowe (2008) “Learning outcomes for sustainable development in higher education”, International Journal of Sustainability in Higher Education; Volume: 9 Issue: 3; 2008 Student Learning OutcomesACPA President’s Sustainability Taskforce, 2006 – College Student Educators International

35. Essential Instructional Approachreal world problem solving for sustainability Sustainability literacy and engagement for all students – a 21st century core competency – in all jobs * Change agent skills list - http://www2.aashe.org/heasc/resources.php#ACPA

36. Goals for Our Students:What do we want students to know / be able to do? Backward Design Learning Outcome Learning Activities Learning Activities Course Goals Final Assessment Learning Outcome Learning Outcome Learning Activities How will my students be different? 1 How will I know they have changed? 2 3 What must they think and do to successfully complete the final assessment? 4 What must they think and do to successfully achieve this learning outcome?

37. Which of the goals described would you most like to incorporate into your institutional, departmental, and/or classroom goals? • What additional goals do you have for your students? Discussion

38. Practicalities:How do we do this? • Sharing Strategies: • Developing Learning Objectives • Thinking in Systems • Collaborating • Engaging with Local Challenges • Empowering as Change Agents • Assessing Growth

39. Sustainability: A Broad Approach Climate Change and Biodiversity Loss Food Systems and Health Relationship with Microbes: Microflora, Infectious and Inflammatory Diseases

40. Developing Learning Objectives Biology 123 Learning Objectives Articulate global challenges facing contemporary biology. Diagram systems interrelations of these challenges. Use collaborative problem-based learning and scientific reasoning to effectively address complex, real-world problems. Effectively communicate the results of collaborative work. Approach the learning process with mindfulness and gain skills in accurately self-assessing one’s learning.

41. Developing Learning Objectives Biology 123 Learning Objectives • Relate new knowledge to existing understandings, recognizing and correcting misconceptions. • Apply core scientific competencies and biological concepts to assess information and effectively answer questions. • Understand biodiversity, ecological interrelationships, evolution, climate change, ecological risks, and interconnections between these concepts. • Understand interconnections between agricultural production practices, food/social systems, ecological sustainability, human health/nutrition and food policies. • Explain origins and dynamics of infectious diseases, including factors that affect transmission; understand the basic functioning of our immune system and gain a new appreciation of the natural “microflora” in/on the human body.

42. Thinking in Systems Goals: Appreciate connectedness of ____ to sustainability Understand system dynamics and behaviors Appreciate effect of actions on a system Resources: Thinking in Systems, Donella Meadows Cmap Tools http://cmap.ihmc.us/ Vensimhttp://www.vensim.com/

43. Thinking in Systems “A system is a set of things – people, cells, molecules, or whatever – interconnected in such way that they produce their own pattern of behavior over time. The systems may be buffeted, constricted, triggered, or driven by outside forces. But the system’s response to these forces is characteristic of itself, and that response is seldom simple in the real world... The system, to a large extent, causes its own behavior!” - Thinking in Systems, p. 2

44. Thinking in Systems Components of a system: • Stocks (e.g. populations) that are coherently organized (Meadows, p. 11). • Flows of information or materials • Loops (self-governing feedback) • Balancing loops function as brakes • Reinforcing loops function as accelerators

45. Thinking broadly, identify some of the sustainability issues in your field. • Select one of these issues and consider some practical ways to integrate systems thinking into analysis of this issue. Discussion

46. Systems Thinking

47. Collaborating:National Reform Recommendations • New Biologists need… • depth of knowledge in a discipline, fluency in several others • quantitative , computation, and interdisciplinary communication and collaboration skills • New Biology curricula need to emphasize… • interconnections among biology system levels and across disciplines • science as a collaborative exercise that solves real-world problems Labov, J. B., A.H. Reid, and K. R. Yamamoto, CBE – Life Sciences Education, 9, 2010.

48. Collaborating With colleagues – modeling collaboration: Team approach to teaching Across disciplinary boundaries With and among students: Partner with students in course development process Team problem-solving activities

49. Engagement in Local Challenges • Our “Laboratory” • Plaster Creek Watershed • Pedagogical Progression • Service-learning Projects • Place-based Research • Community Partnerships • West Michigan Environmental Action Council • West Michigan Land Conservancy • Grand Rapids Parks

50. Empowerment as Change Agents • Goals: • Recognize world’s big problems, yet remain hopeful • Provide opportunities to develop collaboration and problem-solving skills within a local context • Examples: • Service learning – recognize challenges and meet local change agents • Place-based research – usedisciplinary knowledge andskills to contribute to local solutions