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Building an Interdisciplinary Sustainability Degree: Use What You Have

Building an Interdisciplinary Sustainability Degree: Use What You Have. Margaret Robertson, ASLA Lane Community College – Eugene, Oregon . Start where you are. Use what you have. Do what you can. --Arthur Ashe. Sustainability Coordinator Degree. Developed outcomes 

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Building an Interdisciplinary Sustainability Degree: Use What You Have

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  1. Building an Interdisciplinary Sustainability Degree: Use What You Have Margaret Robertson, ASLA Lane Community College – Eugene, Oregon

  2. Start where you are. Use what you have. Do what you can. --Arthur Ashe

  3. Sustainability Coordinator Degree • Developed outcomes  matched courses  full 2-year degree • Only a 1-credit seminar is new. • Almost no cost

  4. Outcomes = knowledge, skills, abilities • Define outcomes for competent sustainability professional. • So . . . What is sustainability??

  5. “Sustainability,” the idea: • Systems • Processes that continue over very long periods of time NOAA

  6. Examples: Instruction manual • Ecosystems • The Earth system National Park Service NASA

  7. Systems thinking • Networks • Life is made of connections. U.S. Department of Energy, Genomic Science Program

  8. “Triple Bottom Line” • Environment • Economics • Equity • (They are connected.) Ecotrust: Conservation Economy Pattern Map

  9. “Sustainability,” the discipline: • New field • Interdisciplinary The Unesco model Information visualization – Pathfinder citation analysis

  10. Knowledge, Skills, Abilities • What makes processes and systems sustainable? • (persist over long periods) U.S. Fish and Wildlife Service • Beyond recycling and solar panels • Everything is connected. U.S. Department of Energy/BERIS

  11. Knowledge, Skills, Abilities • Understand existing conditions. • Are they sustainable? UNEP / Arendal

  12. . . . existing conditions – • Are they sustainable? • Mass extinction • Declining fossil fuel reserves • Climate destabilization IPCC 350.org

  13. Problems are connected. • Existing conditions – • Mass extinction • Declining fossil fuel reserves • Climate destabilization U.S. Geological Survey U.S. Global Change Research Program U.S. Geological Survey U.S. Environmental Protection Agency

  14. State of the planet: dire and getting worse. • We are nearly out of time. • We can’t see it yet. Wackernagel and Rees Catalyst Bioregional Series

  15. There is hope. • Threshold of a new, regenerative era? U.S. Fish and Wildlife Service Oregon Sustainability Center Portland State University U.S. Depart of Energy

  16. World ahead will not be like it is now. Need: • Future leaders with vision. • Ability to lead us through the transition. The Natural Step

  17. Knowledge, Skills, Abilities • Broad knowledge • Systems thinking • Critical thinking skills • People skills Designer’s Atlas of Sustainability Footprint Network

  18. Most important thing you can do: Get the outcomes right. Step 1. Develop outcomes

  19. Step 1. Develop outcomes – How? Sustainability: an emerging field • Professional society • Journal • Body of knowledge No single, authoritative . . .

  20. Sources • Job descriptions • But limited to what exists now. • Surveys* • But limited to what respondents already know. • Literature • Other programs • Advisory committees • Collaboration *e.g., regional market survey ISSP practitioners’ survey AASHE sustainability directors’ survey

  21. Sources • Job descriptions • Surveys • Literature* • Books, articles: specific topics • Other programs • Advisory committees • Collaboration *Forthcoming: Sustainability: Theory and Practice. Pearson, 2013.

  22. Sustainability: Theory and Practice: Sources • Overview • Sustainability • History • The Living Planet • Gaia: Earth Systems Science • Issues • Strategies • Organizational Skills You are welcome to use this outline.

  23. Sustainability: Theory and Practice: Sources • Overview • Issues* • Climate Change • Water Issues • Ecosystem Change • Human Health • Human Population Growth • Pollution • Fossil Fuels • Food Issues • Failing States • Economics • Strategies • Organizational Skills *State of the planet

  24. Sustainability: Theory and Practice: Sources • Overview • Issues • Strategies* • Climate Stabilization • Ecosystem Restoration • Stream Restoration • Stabilizing the Human Population • Pollution Remediation/Prevention • Renewable Energy • Energy Efficiency • Water Efficiency • Stormwater and Wastewater • Sustainable Sites • Soil Conservation and Renewal • Green Buildings • Green Manufacturing • Waste and Recycling • Food • Livable Cities • Organizational Skills * Tools for a new, regenerative era

  25. Sustainability: Theory and Practice: Sources • Overview • Issues • Strategies • Organizational Skills • Certification Tools • Indicators and Measurement • Working in an Organization • Working with People • Education

  26. Sources • Job descriptions • Surveys • Literature • Other programs* • Advisory committees • Collaboration *You are welcome to use Lane’s outcomes.

  27. Collaboration* • Symbiosis: a fundamental process • Cooperation generates much of life on Earth. *An approach modeled on natural systems

  28. Step 1. Develop outcomes

  29. Science Outcomes • Science foundation = how sustainable systems work U.S. Department of Energy, Genomic Science program

  30. Outcomes • Nuts and bolts skills for leaders Closed loop – zero waste Water Energy Eco-Cycle Sidwell Friends School, Andropogon LEED Visual GA, V3

  31. Outcomes • Management • Data analysis • Measurements for indicator reports Sustainability Indicators, Sustainable Measures

  32. Outcomes • Leaders as change agents Important! U.S. Fish and Wildlife Service U.S. Department of Energy/NREL

  33. Summary of Outcomes • Science foundation • Technical skills • Managing organizations • Skills for change agents

  34. Outcomes

  35. Step 2. Map existing courses to outcomes

  36. Step 2. Map existing courses to outcomes Researching existing courses: • Catalog descriptions • Then review syllabi • Then interview instructors • Data from sustainability infusion or environmental literacy program, if one exists.

  37. Step 3. Identify gaps

  38. Step 4. Create course(s) to fill gaps • In-house experts • Community experts

  39. Step 5. Align with your institution’s graduation requirements http://www.lanecc.edu/collegecatalog/documents/CTsustainabilitycoord.pdf

  40. We still need: • Tools for matching courses to outcomes • Introductory course • Capstone course • Future: electives

  41. Challenges • Collaboration • Messy • Field still forming • Developing new courses • Hard work • Low pay • Building a cohort • Big issue for interdisciplinary programs

  42. Questions? Margaret Robertson: 541-463-3143 - robertsonm@lanecc.edu Sustainability Coordinator degree - www.lanecc.edu/advtech/SUST/index.htm

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