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April 8, 2011
Pedagogies of Engagement for Sustainability Education
Linfield College
John Rueter, PhD, Professor Environmental Sciences and Management
Kevin Kecskes, PhD Associate Vice Provost for Engagement
Education is the process of
preparing our children in
advance for the task of
renewing a common world.
- H. Arendt, 1961
Goals for our session today
•! Discuss definitions to clarify understanding
•! Consider key elements and opportunities for community-based learning
•! Explore “examples in action”
•! Build community-based learning into your curriculum
•! Learn together / co-create
Agenda
•! Exploration
–!definitions, issues, opportunities
•! Rejuvenation
–! lunch
•! Integration
–!building community-based (service-) learning into your curriculum
Definition: Service-Learning
SIMILARITIES BETWEEN COMMUNITY SERVICE AND
SERVICE-LEARNING?
DIFFERNECES BETWEEN COMMUNITY SERVICE AND SERVICE-LEARNING?
WHAT ABOUT CURRICULAR vs. CO-CURRICULAR SERVICE-LEARNING?
Definition: Civic Engagement
Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference.
Thomas Ehrlich, et. al., "Civic Responsibility and Higher Education (2000)"
Definition: Service-Learning
!!Service-Learning is a deliberate, mutually beneficial, connection between academic learning and community needs
Definition: Community Engagement
Community Engagement describes the collaboration between higher education institutions and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.
- Carnegie Classification Project 2005
S-L: Where does it come from? What are its component parts?
As a pedagogy, service-learning is
education that is grounded in experience as a basis for learning and
on the centrality and intentionality of reflection designed to enable learning
to occur. David Kolb, based on the
work of Dewey and Piaget, provides a model that illustrates the role of
service-learning as pedagogy.!
S-L: Where does it come from? What are its component parts?
Active
Experimentation!
(test theories in
new settings)!
Abstract!
conceptualization!
(form theories and
explanations)!
Reflective
Observation!
(observe ~
analyze) !
Concrete experience!
(engage with
community)!
David A. Kolb, 1984, Experiential Learning !
Characteristics of Experiential Learning
•! Learning is grounded in experience.!•! Learning is best conceived as a continuous process.!
•! Learning involves transactions between the person and the world. !•! Learning is a holistic process of adaptation to the world.!•! Learning is the process whereby knowledge
is created through the transformation of experience.!
Deep Learning
•! 1st Order Learning – “education about sustainability”
•! 2nd Order Learning – “education for sustainability”
•! 3rd Order Learning – “education as sustainability”
- Steven Sterling, Sustainable Education: Re-Visioning Learning and Change, 2001
Sustainable Development: Working Framework
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Place-based
Vision
Competence
Public Good
Balancing Tensions
Livable Community Principle Equality Principle
Environmental
Principle
Balance & Integration
Principle
Health & Wellness
Principle Human-Centered
Development Principle
Education Principle
Family Principle Culture Sensitivity
Principle
Decentralization Principle
Rule of Law Principle
Partnership Principle Change Principle
Transparency & Accountability
Principle
Poverty Eradication
Principle Market
Principle
Right to Development
but with an Obligation
of Mutual Respect
Scope, Scale & Wealth
Principle
Intergenerational &
Intragenerational
Equity Principle
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Public Leadership: Working Framework
The Possibility!
•! Over 4,300 institutions of higher learning in the US.
•! 17.3 million college students in the U.S.
•! Annual operating budgets totaling $300 billion in 2003 = greater than the GDP of all but 25 countries in the world
–! Cortese (2006); Beere et al (2011)
The Reality – An Uphill Climb
The university has become more of a
bureaucracy than a community—"a mechanism
held together by administrative rules and
powered by money…a series of individual
faculty entrepreneurs held together by a
common grievance over parking."
- Clark Kerr, 1963
A Problem
“Although the sustainability movement in higher education has made considerable headway in research, campus operations…it has been much less successful in greening the classroom. In fact, the National Wildlife Federation reported in 2008 that efforts to integrate sustainability into teaching and learning on colleges campus were losing ground.”
- Bardaglio and Putman,
Boldly Sustainable, p. 71
Passive View of Students
“At the heart of the problem is the extent to which sustainability as a way of thinking cuts against the grain of the dominant paradigm in academe. While sustainability encourages whole-systems thinking…the tendency in HE toward specialization leads to an approach that draws boundaries and creates divisions. The prevailing model of education also focuses on the transmission of knowledge and treats the student as a passive consumer.”
- Bardaglio and Putman,
Boldly Sustainable, p. 71
Not “what” but “how”…
…How do we promote (ensure) “deep learning” in our students about:
•! Systems thinking •! Mutual interdependence •! Synergies •! Adaptive behavior •! Evolution •! Participation •! Exploration •! Interrelatedness •! Equity, Ethics, and values •! Community
Partnership Development: Underlying Assumptions - Persistent Challenges
RECIPROCITY:
~AGENCY
~TRUST
~POWER
POWER
•! How and when do we even talk about this?
•! How is power dispersed?
•! What happens if the partnership loses balance?
TRUST
•! How is this built? How do we demonstrate accountability and reliability? What happens if we break trust?
AGENCY
•! Who is empowered to do/develop what?
Partnership Development Assumptions - Persistent Challenges
PSU’s Community-engaged Research Scholars Program
- 12 projects
-! One year long
-! Focus on reflection, insight, and writing
-! Edited book of collected stories and insights
-! More: http://www.pdx.edu/cae/community-engaged-research-scholars
-! 4 main insights:
Crossing the
“expertise” divide
Research ON, FOR, and/or WITH the community?
Whose knowledge “counts”?
The partnership “type” continuum – Common examples
•! Higher Education Institution~Community Partnerships
•! College, Department, Program~Community Partnerships
•! Individual Faculty~Community Partnerships for Service-Learning
•! Individual Faculty~Community Partnerships for Community-based Research
•! Student(s)~Community Partnerships
•! Student Organization~Community Partnerships
SEE: Guide to Building Reciprocal
Campus~Community Partnerships: http://www.pdx.edu/sites/www.pdx.edu.cae/files/media_assets/Guide_corrected_041808.pdf
Continuum of Partnership Approaches
•! TRANSACTIONAL Partnership model
•! NEEDS focus (what is NOT there)
•! SERVICES to meet needs
•! CONSUMERS (programs are the answer)
•! HEIRARCHIST or INDIVIDUALIST approach
•! TRANSFORMATIONAL Partnership Model
•! ASSETS focus (what IS there)
•! CONNECTIONS and CONTRIBUTIONS
•! CITIZENS (people are the answer)
•! EGALITARIAN approach
Summary: Community-Engaged Approaches
In short: Teaching and Learning and Research conducted WITH the community:
•! Is collaborative and participatory •! Draws on many sources of distributed knowledge •! Is based on partnerships •! Is shaped by multiple perspectives and expectations •! Deals with difficult and evolving questions-complex
issues that may shift constantly •! Is long-term, in both effort and impact, often with
episodic bursts of progress •! Requires diverse strategies and approaches •! Crosses disciplinary lines-a challenge for institutions
organized around disciplines - Holland, 2005
Examples and Opportunities for Co-creation
John Rueter, Environmental Sci
HOW do we (do YOU) ensure “deep learning” in students about…?
Systems thinking Mutual interdependence Synergies Adaptive behavior Evolution Participation Exploration Interrelatedness Equity, Ethics, and values Community
“EDUCATON AS SUSTAINABILITY”
Modifying courses from being about sustainability to doing sustainable work
As assistant dean: Integrating technology and assessment value of feedback
As chair: Multiple disciplinary program value of different perspectives
As faculty: international capstone courses and Sophomore Inquiry (SINQ+cluster) value of engagement
As director: facilitate design of a new curriculum that is trans-disciplinary value of working with community partners
-!"The Great Work now, as we move into a new millennium, is to carry out the transition from a period of human devastation of the Earth to a period when humans would be present to the planet in a mutually beneficial manner.”
-!Thomas Berry (1999). The Great Work: Our way into the future.
Context Learning
Objectives
Amount of
revision and assignments
Grading and
Assessment
•!Four pieces of course revision to include “engagement” •!Go through each step with examples
For each example: Short description of course revision goals Local vs. Global Challenges leading to success or failure Perspectives on course from chair vs. faculty
•!Context and Learning Environment •!Individual course •!Course in a curriculum – with following courses •!Stand-alone immersion course
What are students supposed to learn in an individual class compared to a proscribe set of courses?
What student assets take time to develop as well as effort?
Do students benefit from being immersed in a new environment? What is the tradeoff between an authentic experience and what we can provide (safely, economically, and ethically)?
Context Learning
Objectives
Amount of
revision and assignments
Grading and
Assessment
Context
•! ESM 101 & 102 –! Non-majors’ course
–! No liability in the future
•! SINQ CBL –! In a curriculum of SINQ, cluster
(to included ESS) and then capstone
–! Particular training pays off
•! SINQ + cluster in Spain –! 12 credits bundled into a short
study abroad venture
•! Capstone –! Complements the major
What are “Learning Objectives” •!Could mean “specific learning objectives” •!Could also mean student gains, such as:
•!Engagement, commitment, involvement •!making a connection between academic and personal values
•!Values are tricky to bring into science courses •!Debate about objectivity vs. advocacy in science
•!Two methods I’ve used •!Curiosity-based vs. Problem-based (Norton 2005)
•!“problem” implies something that doesn’t meet current standards or has less value that it could
•!World views •!Cornucopian:Industrial_Ecologist:Committed_Environmentalist:Deep_Ecologist •!Individualist:Heirarchists:Egalitarian
Context Learning
Objectives
Amount of
revision and assignments
Grading and
Assessment
Modifying Learning Objectives
•! ESM 102 (non-majors’)
–! Course details
•! technology to move and purify water
•! A little bit about how much energy it takes
•! Benefits to communities and in particular women and children who have to haul the water
–! Local emphasis with application to the “bottom billions”
–! Very easy to implement study on various methods to clean
water
•! ESM 342 (majors’ methods course)
–! Details
•! Water flow rate, dynamic head, total head
•! Pump characteristics
•! Match pump to solar panel output
–! Very technical course
–! Challenge to assemble the equipment for a short lab (would
be better as a field course)
•! Nicaragua Capstone
–! Affective domain objectives
•! Citizenship, safety, consideration, etc.
–! Major challenge is registration of students
•!Amount of revision •! Single exercise or session •! Portion of a course •! Entire course
•!Will you ever get from revision of single portions to a whole new and improved course and curriculum that makes a difference in students’ lives?
•! This question bothers me.
Context Learning
Objectives
Amount of
revision and assignments
Grading and
Assessment
Amount of modification
•! ESM 101 & 102
–! Simply replace labs with field trips
–! Transportation issues and time
•! SINQ – CBL
–! Ditch 4 weeks in the middle
–! Replace with a project
–! Training to participate in capstones
•! CBL
–! Total course constructed from CBL perspective
•!Grading and Assessment •! Single exercise or session •! Portion of a course •! Entire course
Should you grade student on their maturity, development of personal assets, or commitment?
Students pay more attention to what we grade.
Context Learning
Objectives
Amount of
revision and assignments
Grading and
Assessment
Grading and Assessment
Tools we are using and planning to use:
•! Project report •! Peer evaluations •! Participation, timeliness, etc. •! Evaluation of meeting objectives •! On-line discussion •! Work contract/team agreement •! time sheet/work log (transportation, etc.) •! Collaboration on a wiki or Google groups site •! Contribution & Ascendency index •! Journals •! Reflection
Courses Learning
Objectives
Amount of
revision and assignments
Context Grading and
Assessment
ESM102 Intro to Env Sci
simple Non-major
SINQ - Spain Same as on campus
International immersion
Missed target
SINQ - CBL Switched to include work
moderate In series of courses
Needs work
300 level cluster
International immersion
ESM342 Methods
technical
Nicaragua Capstone
Affective domain
International immersion
Borders Drove partnership
CBL Full revision
Summary of examples
Summary of questions
How does the course fit into the context of other courses or a larger curriculum?
What are you including as learning objectives? Do these include personal development?
How much time do you have to revise and upgrade your course?
Can you assess and provide (normative) feedback to students on their maturity, development of personal assets, or commitment?
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