Environmental Literacy: A Lifelong Learning Approach

1. Environmental Literacy: A Lifelong Learning Approach Claire Sweigart, J.D. Sustainability Coordinator Mary Beth McGrew, AIA Associate VP of Planning + Design + Construction and University Architect

2. Presentation Outline • Sustainability at UC • Environmental Literacy Certificate • Staff Track • Student Track • Future Developments

3. Sustainability at UC

4. Why Environmental Literacy? • Everyone’s individual decisions have an impact • Sustainability conversation on campus is currently limited to small group • Broader engagement needed for real change on campus (behavioral and institutional)

5. Our Goals • Raise awareness of UC’s sustainability priorities • Spur critical thinking and creativity • Behavior change • Peer outreach • Encourage participation in other events

6. Our Guides • Environmental Literacy* • Understanding of the environment • Understanding of society’s impact on the natural world • Individual and collective actions towards addressing environmental challenges * Partnership for 21st Century Skills, http://www.p21.org/overview/skills-framework/830 • Adult Education* • Include opportunities to interact and discuss • Allow for personalization and collaboration • Maintain physical and mental comfort in an informal atmosphere *Knowles, M. The Modern Practice of Adult Education; From Pedagogy to Andragogy. Cambridge, The Adult Education Company. NY. 1980.

7. Our Approach – Staff • Staff Track • 9 monthly meetings each on a different topic • Participants selected from one department • Required to attend by supervisor in lieu of staff meeting

8. Staff Track Details • 1st Group: Housekeeping Supervisors • 22 participants ranging from age 19 to 56 • Mostly African Americans who lived in urban areas • All had high school diploma, some had associates degree • Based on a preliminary questionnaire, we found a wide variety of opinions and behaviors on environmental topics and some foundation of environmental knowledge

9. Example Questions

10. Example Questions

11. Staff Track Sessions • 9 Meetings: • Introduction • Waste • Food • Soil & land use • Water • Energy • Chemicals • Consumption • Summary • Guest Presentations: • Hamilton County Solid Waste & Recycling District • Landscape Architect • Professors from Environmental Studies, Architecture, and Engineering

12. Staff Track Goals & Evaluation • Our goals are to start a conversation, engage new participants, and change behaviors • A final questionnaire was administered to gauge results

13. Staff Track Goals & Evaluation

14. Our Approach - Students • Student Track • 7 monthly meetings using NWEI discussion course book • Open to anyone • Required attendance at other events

15. Student Track Details • Must attend: • 4 Lectures • 4 Film discussions • 5 Sustainability Suppers • 3 Volunteer activities • 4 More from any category • Total of 20 events (approx. 40 hours)

16. Student Track Details • Can be completed within 1 year, but there is no time limit • Open to students, staff, professors, community members, etc. • Online registration system

17. Student Track Goals • Further engagement with sustainability beyond mere passive attendance • Provide more substantial benefit to attending sustainability events

18. Future Developments • Staff Track • Voluntary enrollment, but still focused on a narrow staff set • Refinement of guest presentations • Possible addition of 1 or 2 sessions for economics and policy • Student Track • Determine evaluation method • Partner formally with Environmental Studies Department • Engage more students from other disciplines

19. Contact Info Claire Sweigart claire.sweigart@uc.edu Mary Beth McGrew marybeth.mcgrew@uc.edu www.uc.edu/sustainability www.uc.edu/af/pdc/sustainability/get_involved/environmental_literacy.html Facebook: UCSustainability & UCBikeKitchen Twitter: UCSustainable Instagram: UCSustainability