Sustainability Program Development Update and Early Thoughts on

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Sustainability Program Development: Update and Early Thoughts on Program Assessment Elena Irwin Faculty Director,

Sustainability Program Development: Update and Early Thoughts on Program Assessment Elena Irwin Faculty Director, Sustainability Institute (SI) Professor, Ag. , Environmental & Development Economics Gina Hnytka Director of Sustainability Education and Learning Programs, Sustainability Institute (SI) prepared for the UCAT Assessment Workshop, October 4, 2019

Sustainability Institute Overarching question: How do we do program evaluation and assessment for transdisciplinary

Sustainability Institute Overarching question: How do we do program evaluation and assessment for transdisciplinary programs like those in sustainability that span many disciplines and academic units? 2

Sustainability Institute Important considerations: 1. Defining key concepts 2. Mapping the landscape and assessing

Sustainability Institute Important considerations: 1. Defining key concepts 2. Mapping the landscape and assessing what we already have 3. Conducting a gap analysis to assess what we need 4. Developing a framework to guide ELOs for new program development 3

Sustainability Institute ► SI Education & Learning Goal: Support a comprehensive array of programs

Sustainability Institute ► SI Education & Learning Goal: Support a comprehensive array of programs that address sustainability, connecting across Humanities broad domains of natural & Arts sciences, social sciences, engineering and humanities, to empower a diverse selection of multi-disciplinary and disciplinarily -focused sustainability programs Physical & Natural Sciences Sustainability & Resilience Education Core Engineering & Tech Social Sciences, Business, Law, Policy & Planning Sustainability Education and Learning Committee (SELC) comprised of 15 faculty from 7 colleges, endorsed by OAA 4

Sustainability Institute Challenge: Abundance of scholarly definitions ► A condition that allows humans and

Sustainability Institute Challenge: Abundance of scholarly definitions ► A condition that allows humans and other species to flourish and thrive in perpetuity within Earth’s carrying capacity, and not unjustly burdened by the actions of others ► Triple bottom line that balances environment, economy, social well-being ► Staying within critical ecosystem and environmental boundaries, including planetary boundaries that define a “safe operating space” for humanity ► Non-declining human welfare or well-being; using resources in a way that maintains or improves the well-being of communities and global society ► Inherently complex and political, often contested, shaped by real-world processes influenced by relations of power, and is normative because it is value-laden ► Implies meeting the needs of the present without compromising the ability of future generations to meet their own needs 5

Sustainability Institute More Challenges: Institutional and cultural barriers ► Translating ELOs across different disciplines

Sustainability Institute More Challenges: Institutional and cultural barriers ► Translating ELOs across different disciplines and academic units into a common language (at least consistent, comparable) ► Different disciplines have different areas of emphasis and different learning objectives ► Different programs and units have different philosophies about how to write ELOs (e. g. , general versus specific) ► Coordinating assessments across multiple units and colleges ► Evaluating success at university AND at academic unit levels ► Faculty and departmental incentives for cross-unit collaboration 6

Sustainability Institute What emerged: We need a multi-disciplinary, multidimensional framework for sustainability programs ►

Sustainability Institute What emerged: We need a multi-disciplinary, multidimensional framework for sustainability programs ► Sustainability draws from multiple disciplines of the natural, social, medical and engineering sciences, and humanities, as well as from the professions and knowledge of practice ► Rather than attempt a synthetic sustainability "definition" for OSU, we embrace the multiple definitions and use these to paint a picture of what we are aspiring towards with our sustainability education programs ► SI/SELC Goal = Provide a coordinated university platform for crossunit collaboration, support to individual units to align and enhance their ELOs and program assessments to achieve synergies & complementarities across programs 7

Sustainability Institute SELC Undergraduate assessment work ► Report on Undergraduate Sustainability Education • Assessed

Sustainability Institute SELC Undergraduate assessment work ► Report on Undergraduate Sustainability Education • Assessed the current landscape of sustainability academic programs related to the environment, earth resources, and human-environmental systems • Identified ways to improve coordination, messaging, and communication of existing programs • Identified opportunities for new cross-college sustainability programs that can complement existing programs ► Will provide recommendations for new GE sustainability theme ► Will provide feedback regarding AASHE STARS (Sustainability Tracking And Reporting System) metrics 8

Sustainability Institute The Six Dimensions Framework ► 1 – Human and Natural Systems: coupled

Sustainability Institute The Six Dimensions Framework ► 1 – Human and Natural Systems: coupled human-natural systems; integration of environmental, economic, and social factors; systems thinking; resilience of human-natural systems; changes over time ► 2 – Earth and Environmental Systems and Sustainability: environmental, earth, and natural resource systems; knowledge of planetary or natural systems, e. g. climate, aquatics, soils, forests, wildlife, geology, ecology, agriculture; AND how these relate to human well-being and sustainability or are impacted by human activities ► 3 - Economy, Governance, and Sustainability: economic, political, business, and policy processes, including: economy, consumption, production; laws, policy, institutions; business, strategy, management; costs, benefits, tradeoffs; AND how these relate to sustainability and the environment 9

Sustainability Institute The Six Dimensions Framework ► 4 – Society, Culture, and Sustainability: social

Sustainability Institute The Six Dimensions Framework ► 4 – Society, Culture, and Sustainability: social and cultural processes, including: justice, equity, values, and ethics; history, religion, and the arts; citizenship; behavior and decision making; power and cultural critique; AND how they relate to sustainability or the environment ► 5 – Sustainable Engineering, Technology, and Design: engineering processes; technological innovation; systems design; infrastructure and built environment; human-machine interface; manufacturing processes; life cycle; product design; AND how these relate to sustainability, including lower environmental impacts, greater resource efficiency, or improved resilience ► 6 – Health, Well-Being, and Sustainability: human health, safety, risk, sustainable livelihoods; social well-being for a community, region, or globally; changes in well-being over time AND how these are impacted by environmental conditions 10

Sustainability Institute Our goal: Categorize all sustainability programs and courses 11

Sustainability Institute Our goal: Categorize all sustainability programs and courses 11

Sustainability Institute Our goal: Categorize all sustainability programs and courses 12

Sustainability Institute Our goal: Categorize all sustainability programs and courses 12

Sustainability Institute Next Steps: ► Six Dimensions Course and Program Characterization Tools – distributed

Sustainability Institute Next Steps: ► Six Dimensions Course and Program Characterization Tools – distributed fall 2019 to academic units with a request to use ELOs to report sustainability content ► Use these data to ► Assess program synergies, overlaps, gaps ► Improve communication & coordination of programs ► Guide ELO revisions, program assessments, new course development (including for GE sustainability track) ► Guide new program development (including undergraduate degree enhancements) 13

Sustainability Institute Sustainability Survey: A tool for learning assessment ► Distributed annually to all

Sustainability Institute Sustainability Survey: A tool for learning assessment ► Distributed annually to all undergraduate students across the university (Fall 2018 N ~ 2500) ► Sustainability content knowledge ► Example: What are the potential effects of global climate change? a. Loss of habitats b. Less severe weather c. Loss of ozone layer d. Decrease in sea level e. Don’t know ► Awareness and attitudes/beliefs of sustainability programs I actively seek sustainability-related courses… I am well informed about my options to enroll or participate in educational offerings …project-based or experiential learning ► I am aware of sustainability-related on-campus learning opportunities ► Potential employers are interested in hiring students with sustainabilityrelated knowledge and skills ► ► ► Use this to establish baseline & as assessment tool to evaluate program-specific student learning 14

Sustainability Institute Student interest in sustainability topics (source: EEDS capstone survey, Spring 2018. Each

Sustainability Institute Student interest in sustainability topics (source: EEDS capstone survey, Spring 2018. Each respondent chose up to 5 responses. Total no. responses = 16, 524) 15

Sustainability Institute From the SI Strategic Plan, Goal 2 Metrics: Measuring success in sustainability

Sustainability Institute From the SI Strategic Plan, Goal 2 Metrics: Measuring success in sustainability learning programs Select Metrics No. of visits to central web portal (once established) No. of shared events, services, courses and other activities among sustainability programs No. & type of interdisciplinary sustainability programs and courses by academic unit, including new majors, minors, certificates, other degree enhancements Selected 5 -Year Targets q Improved communications of sustainability programs q Improved coordination among academic units with core sustainability programs q Multiple recommendations implemented in collaboration with academic units, leading to expanded or new interdisciplinary sustainability curricular programs No. of team-taught sustainability courses q Increased no. of sustainability courses team-taught by instructors from different disciplines No. of graduates from sustainability programs & no. in sustainability-related jobs q Increased no. of graduates in a sustainabilityrelated job 1 year after graduation No. and types of co-curricular activities and programs supported by SI q Increased engagement opportunities for students through campus programs, community partnerships and interactions with alumni No. classes or programs with living lab or community-based project component q Increased no. of courses with real-world opportunities 16

Sustainability Institute Thank you! Follow up welcome Elena Irwin irwin. 78@osu. edu Gina Hnytka

Sustainability Institute Thank you! Follow up welcome Elena Irwin irwin. [email protected] edu Gina Hnytka hnytka. [email protected] edu 17