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Education for Sustainability Workshop @ NSCC

NSCC - 3 day ESD Workshop June 2011 Bobbi Dunham

Bobbi Dunham

on 10 April 2013

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Transcript of Education for Sustainability Workshop @ NSCC

Examine the complexity of the concept of sustainability and the role of education in the advancement of sustainability. Propose learning techniques that would help learners self-identify with sustainability, by understanding the impact and opportunities inherent in their discipline/profession on the triple bottom line. Devise strategies to embed sustainability into the learning of all employees and students at NSCC. Day 1 Day 2 Day 3 To examine the concept of sustainability and explore the role of higher education in the advancement of sustainability...this is education about sustainable development.

To identify opportunities within NSCC that could broaden learner exposure to and interaction with education for sustainable development (ESD). Purpose of ESD Workshop: This day is about understanding the broad concept of sustainbility, (past, present and future). This day is about connecting with place, self-identifying with the concept of sustainability and exploring the importance of communication. This day is about creative solutions and finding ways forward. EO Wilson Thomas Berry Paul Hawken Ray Anderson Henry David Thoreau Meet the Voices for Sustainability Wangari Maathai Vandana Shiva Day One Day Two Day Three 9:00 am: The History of the movement: Indigenous Wisdom - two eyed-seeing, ecofeminism, political colonization, global trade, human relations to the environment (classical thought, birth of humanism, Thomas Aquinas), Thoreau,

10:30 am:The Present: current reality statistics, Activists: EO Wilson, Thomas Berry, Paul Hawken, Ray Anderson, Vandana Shiva, Wangari Maathai

1:00 pm: The Future: systems thinking, restoration, role of education (Berry's article), true/false/act/don't act grid theory

3:00 pm: spaceship activity (prepare and present as a group)

Daily Reflection Paper 9:00 am: Reflection day one, think/pair/share about what's happening at NSCC. flip chart responses and share with larger group. Present what we do know is happening and who is doing it. Individual minute paper question: What did you know or not know about? How did you know? Why did you not know about something?

10:30 am: How might it help us all to know these things? How would this knowledge benefit learners...the community? How can we bring this to students and to employees? What are our options? What is possible? Discuss communication. Flip Chart suggestions on commmunication

1:00 pm: Connecting with Place, nature-based learning.

3:00 pm: Case study other institutions, table activity. Look at what is happening, working well, getting results, who is leading it, who supports it. Present case to the large group to share competitive intelligence.

Daily refelction Paper
Individual Assignment: 'What is your connection?' 9:00 am: Present on assignments from yesterday, complile a master list of individual proposals to bring to the Academic Plan Sustainable Futures Committee.

10:30 am: Piedmont and Ponderosa presentation. Distribute agendas and guidelines for the two models. At tables, review and discuss whether this type of workshop would work at NSCC...at campuses. How might you adapt it to fit the culture of NSCC? Who is it for? Who would facilitate? Is anything missing? What would you like to see happen? Create and name an agenda for an NSCC Sustainablity Workshop for Campus Leaders. In large group, share the table feedback using flip charts.

1:00 pm: At tables, look at the lists, what's happening now at NSCC, the proposed activities from day two and the suggested workshops from this morning. Recommend a plan to move this forward, to embed sustainability at NSCC. What would you do? Who would do it? Where? When? Why? How would you assess/evaluate? How will you communicate? Organize the possibilities.

3:00 pm: Present recommendations to the group. Write a personal committment "What I can do within the scope of my control". "What I want to see that is not in my control...my wish".

Evaluation form distributed
CCEDP open elective sheet distributed
Return initial quote submitted for refelction Communication To Inspire Sustainability - John Marshall Roberts Reality Bites! Education for Sustainable Development Nova Scotia Community College CCEDP Open Credit For participants who wish to contine for CCEDP credit, the elective requires a submitted action plan and reflection piece as laid out in the credit handout.

The plan will document a follow up action component that demonstrates an effort to improve/change/alter/create something in the realm of ESD.

Plans will ouline the intended goal, observations, evaluation and future recommendations. Scale is not relevant but the activity will have to have a direct impact on students and/or employees at NSCC...noting reciprocal benefits of course. Send feedback and recommendations to the Sustainable Futures Committee for review Workshop Flow: Be inspired Be informed Take action Day One Day Two Day Three What does Thoreau mean when he says...? "Our village life would stagnate if it were not for the unexplored forests and meadows which surround it." "At the same time that we are earnest to explore and learn all things, we require that all things be mysterious and unexplorable." "The surface of earth is soft and impressible by the feet of men; and so with the paths which the mind travels. How worn and dusty, then, must be the highways of the world, how deep the ruts of tradition and conformity." "If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them" "Moral reform in the effort to throw off sleep." "It is something to be able to paint a particular picture, or to carve a statue, and so to make a few objects beautiful: but it is far more glorious to carve and paint the very atmosphere and medium through which we look." "After the first blush of sin, comes its indifference; and from immoral it becomes, as it were, unmoral, and not quite unnecessary to that life which we have made." Pre-workshop homework Read David Orr's chapter on the problems with education.
Bring in a quote that captures or summarizes what sustainabilty means to you and be prepared to tell us why.
Research what sustainability activity is or has been happening at your location. Bring your research with you to the workshop. Spaceship Challenge! Build a Spaceship!
You have to leave the planet for 100 years
It can be any size or shape
You can bring anyone you want
You can have all the windows you want There's One Condition... Nothing can enter or leave the ship. You have until tomorrow morning to design your ship.
Use any or all of the materials provided.
Your group will present your design tomorrow morning.
briefly explain how and why you designed it.
Pick a spokesperson from your group. What's going on out there? Emory University Northern Arizona University The Indisputable Theory? Climate
Change True False Take Action No Action
Taken Think about the possible results of each scenario.

For example, in square #1, if climate change is indeed happening and we take action to mitigate the effects of climate change, what might happen?

One thing that might happen is that it would be an economic burden $$$$$ 1 2 3 4 Draw this chart on a flipchart
You won't need to enter the numbers 1,2,3,4 Berea College Ithaca Collegte In 1995 began the Ponderosa Project, the earliest and most influention effort to infuse sustainability across the curriculum.
30 departments with 262 undergraduate courses, 116 liberal studies courses and 97 graduate courses offer environmental content
They believe that the entire university, not a single program, is responsible for sustainability.
They want to integrate sustainability into the curriculum.
Faculty focus as much on how they taught as what they taught.
They place a priority on critical thinking, engaging students in active learning, real-world problm solving and life-long learning A small liberal arts institution in eastern Kentucky.
A long standing commitment to engage in good stewardship of our natural, human and material resources.
A multi-pronged approach to campus sustainability and is working to bring its physical plant, operations and curriculum into aligment with this ideal.
President said "Those of us who study the environment but don't incorporate what we know into how we operate the institution are failing in our educational task".
A sustainability and environmental studies program which seeks to infuse the teaching of sustainability concepts throughout the College curriculum while guiding and support ing the efforts of the College to practice sustainability. Large research instituton
After Ponderosa, launched the Piedmont Project in 1999
Belief that sustainability cannot be addressed effectively witout rich multidisciplinary conversation, investigation, experimentation and action.
90 different courses across a variety of disciplines that deal with sustainability issues. Central New York
Mid-size institution
Finger Lakes Project emerged after Piedmont
A holistic approach to sustainability
A unique collaboration with resident of EcoVillage, a planned community that pursues innovative approaches to ecological, economic and social sustainability
6 project-based sustainability courses are offered as well as a number of minicourses which pair faculty with EcoVillage resident experts as team teachers.
Faculty and staff collaborate to suport the initiative. Staff help design new campus-focused projects and provide ready access statistics and reports to students. Activities Ponderosa and Piedmont Faculty Development Programs: two-day workshops

Northern Arizona University (Ponderosa) 1995
Emory University (Piedmont) 2001

Integrating issues of sustainability into the curriculum

Clarity of focus, not the environmental group of the institution

Initially got off the ground with support from Second Nature and grant funding

Sustainability is fundmentally interdisciplinary

Faculty are the real experts in the room

Focusing on how you teach as much as what you teach

Focusing on what is learned, not what is being taught

An opportunity to step ouside the boundaries of the discipline and department

Examining issues of sustainability does not mean giving up vital content

The curricular transformations should not be seen as extra work
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