Sustainability Across the Curriculum, a Jan. 23 workshop organized by Wesleyan’s Sustainability Office and the Center for Pedagogical Innovation, provided faculty and instructors with the opportunity to discover ways to integrate sustainability into a variety of courses across academic disciplines.
The workshop featured a panel highlighting work by faculty who participated in the first year of Sustainability Across the Curriculum and had integrated sustainability into their own courses, followed by small-group sessions offering brainstorming opportunities. The focus of the SATC program is to amend an existing course to include sustainability, explained Jennifer Kleindienst, Wesleyan’s sustainability director, “The groups were divided into individuals who are early in this journey (not sure where to start) and those with an idea but looking to clarify details.” Kleindienst was there to facilitate discussions, along with Professor of Earth and Environmental Science Suzanne O’Connell, faculty coordinator for Sustainability Across the Curriculum, and assistant Ori Tannenbaum ’20.
O’Connell reports that involvement in this initiative has broadened her understanding of sustainability: “I now see it as an intricate network of ideas and actions that reaches almost every facet of life and society.”
Kleindienst heard a key phrase several times: “‘I never thought of doing it that way!’ It’s my job to get people to say that about what they do in the classroom and in daily life.”
She notes that the full program includes this workshop along with four seminars later in the semester, and then course integration over the next year. Following that, the faculty cohort reconvenes to discuss their experiences. Kleindienst invites the community to view the program website or contact her or Suzanne O’Connell with questions or for further information.
Photos of the workshop are below (photos by Cynthia Rockwell):
The event’s faculty panel offered information on ways they’ve approached sustainability issues within their own curriculum. Panelists included past Sustainability Across the Curriculum participants Tony Hatch, associate professor of science in society, associate professor of African American studies, associate professor of sociology; Jan Naegele, the Alan M. Dachs Professor of Science, professor of biology, professor of neuroscience and behavior; and Elise Springer, chair and associate professor of philosophy, associate professor of feminist, gender and sexuality studies. Hatch noted he had pursued the subject of sustainability in terms of biomonitoring—that is, what elements are now in the human body that were not found there in previous eras. Naegele spoke about adding a module to the course on brain development that considered the effect of neurotoxins on that process. And Springer noted that sustainability is not a goal that can be fully achieved, but a genre of critique that evolves as we understand the ecological complexity of our practices.
At right, Jennifer Kleindienst, Wesleyan’s sustainability director, facilitates a group discussion. (Rachael Barlow, associate director for assessment, is at left.)
Ying Jia Tan, assistant professor of history, whose research focuses on the history of energy in modern China, participated in the brainstorming session.
Rachael Barlow, Wesleyan’s first associate director of assessment, who teaches the courses associated with the university’s new integrative learning project, also joined the seminar as a facilitator, offering examples of sustainability courses designed at other institutions that have proven successful.
Facilitator Suzanne O’Connell (right), professor of earth and environmental sciences and an early adapter to introducing sustainability concepts in her classes, shares teaching techniques that she has found effective in approaching the topic.
John Cooley, who has taught The Art of Academic Writing: The Environmental Movement in American History, raised questions on the seemingly inevitable temporal lag between when companies put a product on the market, scientists discover its harmful attributes and regulators then try to catch up, setting restrictions on the use of the product. (Paula Blue, instructional technologist at CPI, is at left.)
Constance Leidy (right), associate professor of mathematics, noted that she found it important to help students visualize extremely large numbers in order to contemplate the effects of exponential growth in population versus available resources. (From left to right, Suzanne O’Connell, professor of earth and environmental science; Peggy Carey Best, director of service learning and visiting assistant professor of sociology; and William Johnston, professor of history, East Asian studies, science in society, and environmental studies.