Category: Research
Wildness: Relations of People and Place
This March saw the publication of the new book Wildness: Relations of People and Place, edited by Gavin Van Horn and John Hausdoerffer (Univ. of Chicago Press, 2017), an environmental humanities project sponsored by the Center for Humans and Nature. Part 3 of the book, entitled Urban Wild, includes an essay I co-wrote with Mr. Michael Howard, a Chicago community leader, conservationist, and environmental educator: “Cultivating the Wild on Chicago’s South Side: Stories of People and Nature at Eden Place Nature Center.”
I’m fortunate to have been part of this wonderful project, which began with a writer’s retreat in September of 2014 in Crested Butte, CO, featuring writing workshops by the award-winning scientist and nature writer, Robert Michael Pyle (whose own essay follows a poem by none other than the legendary Gary Snyder). My interviews and writing sessions with Mr. Howard at Eden Place in 2015, and the three semesters I’ve worked there with my students each fall since 2014, have made getting a sense of this special place in the world an immensely gratifying experience. Thanks to Gavin and John for shepherding this project through its publication!
From the book’s promo page on the Univ. of Chicago Press website:
Whether referring to a place, a nonhuman animal or plant, or a state of mind, wild indicates autonomy and agency, a will to be, a unique expression of life. Yet two contrasting ideas about wild nature permeate contemporary discussions: either that nature is most wild in the absence of a defiling human presence, or that nature is completely humanized and nothing is truly wild.
This book charts a different path. Exploring how people can become attuned to the wild community of life and also contribute to the well-being of the wild places in which we live, work, and play, Wildness brings together esteemed authors from a variety of landscapes, cultures, and backgrounds to share their stories about the interdependence of everyday human lifeways and wildness. As they show, far from being an all or nothing proposition, wildness exists in variations and degrees that range from cultivated soils to multigenerational forests to sunflowers pushing through cracks in a city alley. Spanning diverse geographies, these essays celebrate the continuum of wildness, revealing the many ways in which human communities can nurture, adapt to, and thrive alongside their wild nonhuman kin.
From the contoured lands of Wisconsin’s Driftless region to remote Alaska, from the amazing adaptations of animals and plants living in the concrete jungle to indigenous lands and harvest ceremonies, from backyards to reclaimed urban industrial sites, from microcosms to bioregions and atmospheres, manifestations of wildness are everywhere. With this book, we gain insight into what wildness is and could be, as well as how it might be recovered in our lives—and with it, how we might unearth a more profound, wilder understanding of what it means to be human.
Visit the Center for Humans and Nature’s Wildness website for upcoming events and a series of related short films, including one of Michael Howard and Michael Bryson talking about Eden Place.
Click on the image above to go to the video interview of Michael Howard (pictured) and Michael Bryson at Eden Place Nature Center.
Today is Honors Research Day @RooseveltU’s Chicago Campus
Also see the pdf version of this image.
Water Stories: Narrative, Urban Sustainability, and the Fluid Future of the Otakaro-Avon River in Christchurch, New Zealand
Twenty-five years ago, I had a once-in-a-lifetime opportunity to travel to Antarctica as part of a scientific research expedition from Woods Hole Oceanographic Institution. Taking a semester’s leave from my graduate studies at SUNY Stony Brook, I worked for two months as a field technician and writer-in-residence on a team researching the biogeochemistry of Lake Fryxell, a permanently frozen-over lake in Antarctica’s Dry Valleys. This extraordinary experience was memorable in many ways, including a brief three-day stopover in New Zealand, where we made our final preparations at the US Antarctic Program’s headquarters in Christchurch before flying to McMurdo Station on the Ross Ice Shelf.
Now as a mid-career academic seeking new challenges and opportunities beyond my Midwestern home at the southern rim of the Great Lakes — and having traveled outside the US (to Canada) only twice during this time — I decided to apply for a Fulbright Scholar fellowship to explore a distant locale that has always resonated powerfully in my memory. But this time, instead of a mere fleeting taste of Christchurch and a brief fly-over of the North and South Islands, I hope to spend several months in 2018 researching, writing, and living in New Zealand, based at Lincoln University a few kilometers outside of Christchurch, in order to enrich my understanding of urban river ecosystems as well as gain a much-needed global perspective on my scholarship and teaching.
Objectives and Methodology: My proposed project focuses on the Otakaro-Avon River that flows through Christchurch, NZ, as a natural and human ecosystem undergoing stress and change. The Otakaro-Avon is an important focal point of urban sustainability planning and ecological restoration. Using the qualitative research framework of the environmental humanities, which blends insights and analytic methods from literary studies, environmental history, ecology, and other disciplines, I plan to undertake an ecocritical study of this urban river’s history, present condition, and future prospects in the context of urban redevelopment underway after the 2011 earthquake that devastated Christchurch and many of its suburbs. This place- and observation-based perspective on the Otakaro-Avon watershed merges humanistic scholarship with physical exploration of the river as a highly modified, impaired, yet still biologically rich ecosystem with great sociocultural significance.
I will examine a wide range of “water stories” focused on the river — from historical documents to scientific analyses to technical reports — as well as current representations of the river in post-earthquake planning documents and journalistic accounts; conservationist, community-based, and indigenous discourse; plans for memorials and sustainable redevelopment along the river; and works of literature, film, and online media. This research will influence the crafting of my own stories of the Otakaro-Avon River and its fluid future, based on my in-the-field observations and experiences, in both narrative forms suitable for general readers as well as in scholarly prose for academic audiences — much as I have done in my recent work on the Chicago River‘s history, ecology, and future sustainability.
Key questions to be addressed in this project include but are not limited to:
- How has the Otakaro-Avon River been utilized, modified, polluted, exploited, abused, defended, etc. over time? How does the history, quality, and character of the river inform people’s relationship to its present state and future prospects?
- In what ways is the river important, economically and culturally, to the Maori indigenous people (as mahinga kai, a food-gathering place) as well as New Zealanders of European descent? How do people in Otakaro-Avon River’s watershed connect to the waterway? What kinds of activities do they undertake in terms of recreation, industry, and conservation?
- What role do the river’s conservation and restoration have in the ongoing redevelopment of Christchurch’s Red Zone and within the city’s future sustainability?
- How do the above issues intersect with questions of environmental justice, especially with respect to toxic pollution, public access to water resources and open space, and iwi (indigenous people) living with the Otakaro-Avon River watershed?
As an interdisciplinary-minded scholar within the environmental humanities, I employ a qualitative research approach. Using the analytic tools of ecocriticism, I emphasize the close reading and analysis of individual texts, their relationships with one another, and their place in the broad contexts of scientific discourse, nature writing, environmental history, and sustainability. At root, my work starts from the premises that the urban environment (both built and natural) is a worthy object of study; that natural resources are imperiled and therefore in need of protection and conservation; and that humanistic inquiry about the myriad relationships between humanity and nature in cities can foster, in the long run, ecological awareness and environmental progress.
Academic and Professional Context: Urban rivers are many things simultaneously: corridors of biodiversity, green infrastructure for storm water retention, transportation arteries for commerce, waste sinks, places of human recreation, and sites of environmental restoration. This partial list illustrates their dual nature: waterways in cities are all too often heavily polluted, modified, and abused ecosystems that bear scant resemblance to their former selves. They function as receptacles of waste and servants of commerce/industry, at the expense of water quality and biodiversity; and in many cases, city dwellers are physically as well as culturally cut off from access to waterways.
Yet urban rivers also harbor tremendous renrenga ropi (biodiversity) and exhibit a capacity to connect citizens to the natural world that exists cheek-by-jowl with the built environment as well as to their cities’ natural and cultural histories. In this sense, damaged urban water systems are pathways of connection that can foster a sense of place vital to building an environmental ethic of care among city dwellers.
Geographers, urban ecologists, environmental scientists, and sustainability scholars are assessing waterways as a critical component of urban ecosystems. Given that cities consume energy and resources from far beyond their geographic boundaries and produce high levels of waste as well as greenhouse gases, their future sustainability depends upon large-scale actions such as repairing water/wastewater infrastructure, conserving energy, improving transportation access and efficiency, enhancing biodiversity, and reducing material waste.
Such goals are complicated and made urgent by the destructiveness of natural disasters. The 2011 Christchurch earthquake provides a monumental challenge as well as golden opportunity for inclusive and socially just urban planning that embraces environmental sustainability as a central goal. Unsurprisingly, the Otakaro-Avon River is prominent within this planning and rebuilding process (and illustrative of its many challenges).
More broadly, urban rivers provide a specific context for assessing the impacts of global urbanization on human relationships to nature. As of 2015, over 50% of the world’s population is urban; in the US and NZ, that figure is 82% and 86%, respectively, according to the World Bank. A consequence of this is a pervasive (though hardly universal) alienation from the natural world of urban citizens. River systems constitute important natural resources where people can have direct and meaningful contact with nature close to where they live.
The stories we tell about cities and rivers are a means of grappling with the ideas and questions noted above. While the natural and social sciences generate vital empirical data on urban rivers, the role of the arts and humanities is uniquely critical to understanding urban waterways and our relationships to them. Our “water stories” are both a means of representing our values and history as well as a method of critique. The fundamental power of storytelling within human experience points to the impact of artistic expression and humanistic analysis on understanding the importance of waterways within urban ecosystems and human communities.
Significance of Study: Understanding the role of water in urban ecosystems is vital to improving the resilience of cities (e.g., protecting people and property from floods and other environmental disasters) and making them more sustainable (e.g., improving water retention and quality through expansion of green infrastructure). Cities are where most people in the world now live, a trend that will continue in coming decades as we grapple with the impacts of climate change, water quality degradation, toxic pollution, and environmental injustice. As a vital resource for all human communities, water is an important node of inquiry within environmental science and, more broadly, sustainability studies.
Urban rivers (and their watersheds, which include tributaries, wetlands, and estuaries) are ideal barometers of the ecological and socio-cultural health of our cities as well as our attitudes about and connections to the natural world. The Otakaro-Avon River is one of New Zealand’s most polluted waterways and, at the same time, one of its most important — both ecologically and symbolically — given the high number of people who live and work within its watershed and its centrality within the city’s earthquake recovery process.
Enhancing our knowledge, awareness, and appreciation of the river’s status and value is vital to its remediation and restoration as a living ecosystem that is not just an integral part of Christchurch’s green infrastructure, but also a significant thread within the city’s historical and cultural fabric. My research will explore how stories have defined the Otakaro-Avon River thus far, and how new ones might shape its sustainable future.
Why New Zealand? As an island country distinguished by highly diverse ecosystems, small and large cities, a vibrant indigenous culture, famously productive agricultural lands, longstanding conservation values, and threatened ecosystems and natural resources, New Zealand is a remarkable laboratory for exploring questions of environmental sustainability in the early 21st century.
Possessing a uniquely complex postcolonial mix of people from indigenous Maori (tangata whenua), European, and trans-Pacific Island cultures, New Zealand is progressive in its formal and structural recognition of indigenous rights, which has important implications for urban sustainable development and environmental conservation. More locally, Christchurch is a vitally important urban center: not only is it the biggest city on the South Island (pop. ~366,000), but its ongoing efforts to recover from the devastating earthquake in 2011 make it a test case for how cities can respond to natural disasters and seize opportunities to improve the sustainability of urban infrastructure, revitalize waterways, increase open space, enhance biodiversity, and involve the citizenry within the ongoing planning and reconstruction process.
Lincoln University: An incredible wealth of people and resources exist in and around Christchurch that would be invaluable to me as a scholar and writer. The Faculty of Environment, Society, and Design and its Department of Environmental Management at Lincoln University — a land-based institution located near Christchurch with a phenomenal array of environmental academic programs and research centres — offer an interdisciplinary community of scholars and teachers dedicated to environmental research and sustainability education.
LU’s Centre of Land, Environment, and People (LEaP), which is closely affiliated with the aforementioned Faculty, provides an intellectual home for research and collaboration with scholars and students from diverse disciplines spanning the natural/social sciences, the humanities, and various technical fields. Additionally, the Waterways Centre for Freshwater Management, a research collaboration between LU and the University of Canterbury, has published a wealth of technical reports on water resources throughout the Christchurch metro area and the Canterbury region, and would be an invaluable resource for advice and collaboration.
Journal of Sustainability Studies
Just found out about this relatively new interdisciplinary journal, the University of North Alabama’s Journal of Sustainability Studies. The Call for Submissions for Issue 1.2 (Dec 2016) is focused on sustainability policy.
About JSS
The Journal of Sustainability Studies, an interdisciplinary, international, multi-modal, web-based journal hosted by the UNA Center for Sustainability, invites submissions for publication. Submissions are reviewed year-round, with publication in June and December.
Call for Submissions: Sustainability Policy
The upcoming 2016 United States Presidential election will be a critical one for sustainability. The Republican, Democratic, Libertarian, and Green nominees all hold different positions on sustainability, from dismissing it as a non-issue to making it a central theme that cuts across the platform. In addition, the balance of power in the United States Senate, and the ongoing challenge over Supreme Court Justice appointments, could spell either years of setbacks or present a critical opportunity to take a significant leap forward on issues of sustainability – not just in the U.S., but globally as well, as American policy and position is, for better or worse, accounted for by nations around the globe.
Yet sustainability policy is not limited to the American political arena. Around the globe, corporations, public and private institutions, and community organizations all have economic, environmental, and social policies and agendas that relate in some way to sustainability. Even in the home, families make practical decisions about how to live that are effectively policy positions, whether that means recycling, composting, and using LED lights, or just chucking the trash in one shot; whether that means walking or riding a bicycle, using mass transit, or driving an automobile; whether that means planting a container garden or buying in the marketplace.
Therefore, for the next issue we invite you to explore any of several critical questions: What are viable policies on sustainability (social, environmental, economic, etc.) that can be enacted in a specific chosen context, and what are the anticipated benefits and costs? If a policy has been enacted, what have been the results, both positive and negative? What challenges and opportunities have been presented in setting policy in a given professional, civic, or personal context? How can or have those challenges be addressed? What risks and rewards can or have those opportunities created?
For this issue of the Journal of Sustainability Studies, we invite manuscripts, multimedia documents, art, and creative works that explore ideas and concerns regarding sustainability policy – on any scale and in any context. The journal serves a mixed audience of academics and the general public. Please follow the guidelines on the Theme & Submissions page of our website. Please note that the deadline for submissions is September 30th, 2016, for a December 15th publication date.
SUST Symposium 3.1 (Spring 2016) Today at RU
Today, April 27th, is officially my favorite day of the semester: Symposium Day! Please join me at today’s Sustainability Studies Program at Roosevelt University for a special afternoon Symposium of student projects and research from 2:30-5:30pm in RU’s LEED Gold-certified Wabash Building at 425 S. Wabash Ave. in downtown Chicago (room 1214).
Students in Roosevelt’s SUST program will give presentations about their recent campus sustainability projects, internships, and research experiences in a forum that is open to all RU students, faculty, and staff as well as the general public. The Symposium also will be videoconferenced via Zoom, so you may attend online or by phone, if you wish (see below).
I’m exceedingly proud of all of these students and the work they’ve done this semester. Break a leg, everyone!
Featured Student Speakers
Members of SUST 390 Sustainable Campus (honors) — From Plan to Action: Moving Sustainability Forward at RU
Students in the Spring 2016 honors seminar “Sustainable Campus” will start our Symposium with a series of group presentations on their campus sustainability projects undertaken this spring to help advance RU’s Strategic Sustainability Plan across several fronts. Teams will discuss their initiatives in four areas: general education curriculum (Nicole Kasper & Kurt Witteman), food waste reduction (Michael Gobbel & Tom Smith), student orientation (Jessica Heinz, Claudia Remy, & Moses Viveros), and bottled water policy (Ashley Nesseler, Lacy Reyna, & Brandon Rohlwing). And if you think they look happy in this photo, wait until they’re done presenting today.
Lindsey Sharp — A Key to Unlocking Species Diversity at Lolldaiga Ranch
Lindsey is a senior SUST major and returning adult student who was awarded the prestigious Travis Foundation Scholarship this fall at RU, a competitive award given to 16 students each year. The scholarship enabled her to continue her studies as well as pursue a Spring 2016 internship at the Field Museum of Natural History, which she reported on recently here. Her project focuses on the preparation and identification process of specimens collected during field research in the Eastern Province of Kenya. The results of the identification process were also analyzed in order to determine the area’s population of rodent species, which can be compared to earlier samples gathered from the area in order to determine changes in biodiversity over time. Her talk will discuss her everyday work at the lab in the larger context of mammal ecology, biodiversity conservation, and the value of museum collections research.
Cassidy Avent — Summer at SCARCE: An Environmental Education Internship Experience
Throughout the summer of 2015, SUST senior Cassidy Avent had the opportunity to work as an intern for an environmental NGO known as School and Community Assistance for Recycling and Composting Education (SCARCE). Her summer included working at the SCARCE office in Glen Ellyn IL, giving environmental education presentations at schools and community events, participating in teacher workshops, and many other fulfilling activities. Within this presentation she discusses her experience at SCARCE along with all of the valuable information and insights she gathered while interning at such a fascinating place.
Tiffany Mucci — Midewin: One Land’s Story of Recovery and Renewal
SUST senior and returning adult student Tiffany Mucci, who has served as the Assistant Editor of the SUST at RU Blog this academic year, explores Midewin National Tallgrass Prairie as a living example of both the challenges we face in restoring and managing our native landscapes, and the resiliency of nature. Her presentation will highlight this site’s history as one of our nation’s most productive ordnance complexes to ever exist, and reveal its present-day designation as a protected tallgrass prairie ecosystem under the U.S. Forest Service. From seeding, to frogging, to corralling the newly-adopted buffalo of Midewin, she’ll relate what goes into “making a prairie” in the 21st century.
Lacy Reyna — Temporal Distribution of Bryophytes in Cook County, IL
Senior science major and honors student Lacy Reyna, a double major in biology and psychology and RU’s 2015 Lincoln Laureate, worked in the botany division of the Field Museum while enrolled in the museum-based SUST 330 Biodiversity course this past fall with Lindsey. Using collections data from various institutions including the Field Museum, her research done in collaboration with FMNH scientists documents the shift in bryophyte species in Cook County across time. Her talk provides potential explanations for the shifts in species populations as well as discusses the importance of museum collections for biodiversity conservation.
Come join us to learn about and celebrate these students’ work! This event is free and refreshments are provided. Kindly RSVP to Mike Bryson (mbryson@roosevelt.edu) your plans to attend. Videoconferencing will be made available via Zoom. Hope to see you there! And if you need further incentive to attend, just check out past Symposia from 2013-15.
Essential Information
- Date / Time: Wednesday, Apr. 27th, 2015 / 2:30-5:45pm
- Agenda: Refreshments served and pleasant hobnobbing begins at 2pm; presentations start promptly at 2:30pm; event concludes ~ 5:30pm (with more chit-chat and eating)
- Place: RU’s Wabash Building, 425 S. Wabash Ave., Chicago IL, room 1214
- Zoom Videoconferencing: Can’t attend in person? See below!
- RSVP: SUST Director Mike Bryson (mbryson@roosevelt.edu)
Zoom Videoconference Information
- Join from PC, Mac, Linux, iOS or Android: https://roosevelt.zoom.us/j/368245293
- Or iPhone one-tap: 14086380968,368245293# or 16465588656,368245293#
- Or Telephone:
+1 877 369 0926 (US Toll Free) or +1 888 974 9888 (US Toll Free)
Meeting ID: 368 245 293
Links to past Symposia
- Symposium 1.1 (Fall 2013): Alison Breeding, Kyle Huff, Ron Taylor
- Symposium 1.2 (Spring 2014): Colleen Dennis, Jordan Ewbank, Mary Beth Radeck
- Symposium 2.1 (Spring 2015): Melanie Blume, Rebecca Quesnell, Mary Rasic, Emily Rhea
Interdisciplinarity, Sustainability, & Service Learning
A little while back, I was asked by some of my environmental studies colleagues outside of RU to briefly describe my take on interdisciplinary scholarship in under 200 words. Here’s what I came up with:
An interdisciplinary scholar can speak different disciplinary languages, recognize how they work together, and use that facility to say something unique in the process. Interdisciplinary scholarship is about integration: fitting things together in a complementary, cohesive, creative fashion so that the whole is niftier than the mere sum of its parts. I’ve sung in choirs where men and women blend the different pitches and timbres of their voices in 4, 6, even 8 part harmony. At its best, interdisciplinary work is like that: creating beautiful music from difference, even the occasional dissonance, such as in the give-and-take dialogue of interdisciplinary team-teaching. While most university landscapes remain dominated by disciplinary silos, interdisciplinary teaching and scholarship open up new ground for discovery and connect faculty and students working on problems of mutual interest.
The last few years I’ve taught in and directed the Sustainability Studies program here at Roosevelt, the curriculum for which was designed in a consciously interdisciplinary fashion to integrate methods and insights from the natural and social sciences as well as the arts and humanities. My own academic background in biology and literature, as well as my many years of working within a multidisciplinary faculty teaching general education to returning adult students in RU’s College of Professional Studies, means I have keen interest in integrating knowledge and research methods from the humanities and natural sciences — something that is an excellent fit within the inherently interdisciplinary endeavors of environmental studies and the newly emerging sustainability studies. In a previous post, I reflect on the relevance/importance of the arts and humanities to matters of environmental science and policy.
Another thought is that service learning provides a powerful vehicle for interdisciplinary teaching and learning — both within the context of a single (potentially interdisciplinary) class as well as in the collaboration of two or more courses from different academic departments. A fascinating model for this is the Sustainable City Year Program, pioneered recently by the University of Oregon and spun off in various ways by other US colleges and universities. This is an action-oriented and sustainability-directed approach to interdisciplinary learning and scholarship that can be tailored to the particular strengths and capacities of a given university.
The “Schaumburg’s Sustainable Future” Project: An Online Convergence of Teaching & Research
Last month, my article entitled “Schaumburg’s Sustainable Future: Student Research, Social Media, and the ‘Edge City’ Suburb” appeared online (12 Dec 2014) in the Journal of Environmental Studies and Science, the publication of the Association for Environmental Studies and Sciences and one of my professional tribes. This anticipates the essay’s print appearance in the journal’s forthcoming special issue on Integrating and Interdisciplinary Approaches to Sustainable Cities and Regions. You can access a pdf of the article here.
During the Fall 2014 semester at Roosevelt University, undergraduate students from two of my Sustainability Studies classes — SUST 210 Sustainable Future (online) and 240 Waste & Consumption (honors) — contributed over 30 blog posts on news and topical developments in urban/suburban sustainability in the Chicago region, thus continuing the site’s blogging tradition when we launched the site as a SUST 210 student research project on Earth Day 2011.
In addition, these classes conducted in-depth research on sustainability efforts and waste-related environmental justice issues in several dozen communities, both locally and across the US. The fruits of this research will be posted in coming weeks to the Community Profiles and Environmental Justice sections of this site, so stay tuned for what will be a significant expansion of the SSF website. To date, the Schaumburg’s Sustainable Future (SSF) project includes 163 blog posts and 100 in-depth essays on a wide range of sustainability issues, problems, and solutions. The vast majority of this content is student-authored, which is a cool demonstration of the value of the site as a learning tool and educational resource.
June 2014 Guest Talks and Conference Presentations
The first part of June has been exceptionally chatty, academically speaking, as I think I’ve had my busiest week ever in my 20-year academic career giving presentations and hobnobbing with colleagues at other institutions. Thus far I’ve been right here in the Chicago area, though a nice little trip to New York City awaits later this week — which is exciting, since I haven’t been to New York since the fall of 2006 (for the SLSA Conference at NYU).
Last Sunday, as we flipped the home calendars to June, I drove out to Joliet Junior College, the nation’s oldest community college, to give a guest lecture entitled “Sustainability and the Future of Cities: Connecting Curriculum to Community” (pdf), as part of JJC’s three-day faculty retreat for the Grand Prairie Project — an effort to encourage the integration of sustainability across JJC’s curriculum led by my colleague, friend, and fellow Joliet public school alum Maria Rafac, an architectural technology prof at the college.
Then on Wednesday, June 4th, I collaborated with an RU professor, Aaron Shoults-Wilson, on a presentation (pdf) about sustainability/environmental science education at Roosevelt for a “Research and Education towards Sustainability Symposium” sponsored by the Institute for Environmental Sustainability at Loyola University in Chicago. This small gathering was especially interesting, since the IES was hosting a group of Vietnamese environmental scientists and educators from Vietnam National University. Learning about their work in Ho Chih Min City and other locations throughout Vietnam was utterly fascinating, and they in turn were extremely excited by the chance to explore Chicago and meet like-minded colleagues here in the US. I also got my first tour of Loyola’s new IES facility in my old neighborhood of East Rogers Park, opened in Fall 2013, which is quite impressive indeed.
Finally, on Thursday, June 5th, I gave my first talk at the Field Museum of Natural History along the downtown Chicago lakefront, as part of the museum’s Interchange monthly lecture series sponsored by the Dept. of Science and Education. These gatherings are internal to the museum, and provide a chance for researchers to present data and report on works in progress from all the various disciplines of the museum in a friendly setting that encourages active discussion and cross-disciplinary connections. My talk, “Reading the Book of Nature: May Theilgaard Watts’ Art of Ecology,” (pdf), reflected on how the arts and humanities complement scientific discourse, in this case within the context of urban ecosystems wherein live over 80% of Americans and more than 50% of people worldwide.
Later this week, I fly to New York City for the annual conference of the Association for Environmental Studies and Sciences, one of the academic tribes of which I’m an enthusiastic member. Hosted this year by Pace University in lower Manhattan, near the foot of the Brooklyn Bridge, the conference theme is “Welcome to the Anthropocene: From Global Challenge to Plantery Stewardship.” This smallish conference of 500-600 attendees is always notable for its friendly and informal atmosphere, great spirit of convivial networking among colleagues from many different areas of academia (from the sciences to the social sciences to the humanities), and fun field excursions. My talk about my teaching experiences in a service-learning course at the Chicago Lights Urban Farm is part of a panel entitled “Innovative Pedagogies for Environmental Justice and Community Engagement.” I’m eager to hear what my fellow panelists have in store for our session!
Assessing Sustainability Literacy at RU
Yesterday I took part in an event at Roosevelt sponsored by its Office of Institutional Research, Assessment, and Reaccreditation on academic program assessment. Faculty and staff from over a dozen academic departments across the six colleges of the university presented data and conclusions from the 2013-14 academic assessment work that was supported by a “microgrant” program for the Spring 2014 semester.
I gave a short presentation (see this pdf of the slideshow) on the assessment work we did in the Sustainability Studies Program in 2013-14: the Sustainability Literacy Survey that was administered to all Fall 2013 SUST classes as well as to a sub-sample of other CPS undergraduate courses in Criminal Justice and Professional & Liberal Studies gen ed seminars.
This preliminary survey was a key part of the SUST Program’s Assessment Plan for 2013-14, and was based on the “Assessment of Sustainability Knowledge” survey instrument developed in July 2013 by The Environmental & Social Sustainability Lab, The Ohio State University. This survey was endorsed as assessment tool by AASHE and has been promoted on the AASHE blog to other universities wishing to gather comparable data about the general level of sustainability literacy among US undergraduates.
Goals of the Sustainability Literacy (SL) Survey
- Determine baseline SL of RU undergrads in 2013
- Compare groups of students (by class, age, major, etc.)
- Facilitate program assessment in relation to SL at other US universities
- Provide one means of assessing the current SUST curriculum
Results
Despite the rather small sample size (173 surveys will returned) of this pilot study, some useful data resulted from the effort. The graph below displays how different majors performed on the survey in terms of overall % of correct answers out of 28 questions that covered environmental, economic, and social topics related to sustainability. SUST majors outperformed all other groups by a wide margin here.
Another useful way to view the data is to convert the % correct scores of each respondent to a letter grade, using the traditional scale of 90% = A, etc. This provides a more nuanced look at how students in different groups do on the assessment beyond the mean score. Notably, almost two-thirds of SUST majors scored a B or higher on the survey, while only 6% failed. In contrast, 87% of non-SUST majors scored a C or lower on the survey.
- Sustainability Studies majors as a group score significantly higher on this sustainability literacy survey than non-SUST students at RU as a whole, or any other sub-group of undergraduate majors.
- RU students as a whole score slightly lower than undergrads at the Ohio State University (64% vs. 69%, respectively), but their performance is comparable.
- Overall, undergraduate students at RU are relatively illiterate about basic sustainability facts and issues, as their average score is a “D” when converted to a letter grade.
- SUST majors scores potentially indicate the value of the curriculum at improving basic sustainability literacy at the undergraduate level, though some such students may enter RU with a higher baseline level of SL.
- There is a real need for sustainability education across the board for all undergraduate students, regardless of major.
Next Steps for SUST Program Assessment
- Continue analyzing results of SL Survey and share with SUST part-time faculty.
- Explore feasibility of administering the student to a representative sample of all RU undergrads in 2014-15.
- Contribute assessment data to RU’s Environmental Sustainability Committee and discuss relevance STARS 2.0 reporting for overall university sustainability efforts.
- Follow up with other assessment activities: curriculum review, alumni survey, writing/communication/critical analysis skills, etc.
Special Acknowledgment: The “Rogers Factor”
Key contributions to this survey assessment and analysis were made by two invaluable people at RU, who together constitute the “Rogers Factor”:
Ester Rogers, RU’s Office of Institutional Research: helped with survey design & implementation, suggestions for modes of analysis, and Microgrant funding support during the Spring 2014 semester.
Scott Rogers, junior SUST major in the College of Professional Studies: performed key data entry work and contributed a wide range of preliminary analysis of survey results.
Resources on Sustainability Assessment
- Sustainability Studies Assessment Plan (pdf), updated Jan. 2014
- Ohio State University’s Environmental and Social Sustainability Lab, Measuring Undergraduate Students’ Knowledge of Sustainability (July 2013)
- Monika Urbanski, “Assessing Sustainability Literacy: Challenges, Current Research, and Opportunities for Collaboration” (AASHE blog 5 Nov 2012); How Many Dots To Connect? Defining Sustainability in the Curriculum (18 Feb 2013)
- Environmental Literacy Council
- AASHE blog posts on curriculum
- NSSE Sustainability Education Consortium: A First Year Report (2011)