Last fall I attended the annual AASHE conference/expo, held in Los Angeles, and it was a great time. I contributed to a faculty roundtable presentation on teaching introductory sustainability courses to undergraduates. Our session was really productive, substance-wise, and extremely well-attended; so the panelists, led by chair Prof. Tom Schrand of Philadelphia University, revised the edited transcript of our conversation into a journal article.
I’m not able to attend 2013’s AASHE conference in Nashville, unfortunately. But it’s good to see that our article has appeared this month in the August 2013 issue of Sustainability: The Journal of Record, one of the leading journal publications for sustainability in higher education.
Read the article here in pdf format: “Teaching Sustainability 101: How Do We Structure an Introductory Course?” Note that the SUST student website/blog Schaumburg’s Sustainable Future gets a mention in both the text and the article’s bibliography. Quite likely I’ll be re-reading it as I work on my SUST 210 Sustainable Future syllabus for this Fall 2013 semester at Roosevelt!
Last month I had the great fortune of playing host at Roosevelt’s Chicago Campus to a terrific group of Chicago Public High School kids from the far South Side — the Calumet region, specifically — for a sustainability-themed tour of the university and a little bit of urban nature field-tripping.
CIMBY students tour the Wabash residence hall at RU; this is the student lounge on the 31st floor!
These students are leaders within the noted Calumet Is My Back Yard environmental education program, in which dozens of high school teachers and hundreds of students participate in several ecological/community restoration projects on Chicago’s Far South Side — and in the process, learn about urban ecology, community development, and the history of this industrialized yet still biodiverse landscape. The 12-year-old program is a collaboration between the Field Museum of Natural History and Chicago Public Schools.
Our day started by meeting up at RU’s Wabash Building, then heading up to an 11th floor classroom that features spectacular views of the city’s lakefront. I conducted a simulated college class session on the topic, “Sustainability and Urban Nature: An Introduction to Roosevelt University and Exploration of the Chicago River” (pdf). There was no trouble getting discussion going with this group! We had such a good give-and-take during my talk that I could cover only half of my slides.
RU’s fitness center, looking out on Wabash Ave in downtown Chicago
After this session, we enjoyed a student-led tour of the Wabash Building residence hall, fitness center, and other highlights — with a short stop at the Tutoring / Student Support center in the historic Auditorium Building. Then, a tasty lunch at the 2nd floor Dining Center, where I got to visit with several of the students as we munched our hot dish.
To cap off our day, we headed outside with work gloves and trash bags to hop the L and ride the Orange Line to Stearns Quarry, aka Palmisano Park — a relatively new urban parkland on the near SW Side in the Bridgeport neighborhood. A former limestone quarry until the 1970s, and then a landfill until the 2000s, Stearns Quarry Park is now a model of sustainable parkland development, and a great place to talk about land use, the relation between land and water, urban biodiversity, and the history of Chicago.
Looking out at the wetland at Stearns Quarry; CIMBY coordinator Samantha Mattone talks about the restored wetland and fishing pond here on the boardwalk.
We hiked the park’s extensive trails, chatted and laughed, and collected litter and recycling along the way. I don’t know how many readers have had a chance to do that with boisterous and fun-loving high schoolers, but I can tell you that I thoroughly enjoyed it! The highlight of our visit was when we took in the view at the meadow on the hilltop, which offers great views of the downtown skyline as well as the Fisk Generating Station — a recently shuttered coal-fired power plant which for many decades spewed pollution here on the SW Side until environmental activists succeeded in pressuring Midwest Generation to shut it down.
Two students talk about their environmental justice work here on Chicago’s South Side.
Here, in the shadow of the Fisk plant, two CIMBY students told of the community service work they’ve been doing with key grassroots environmental organizations — the Southeast Environmental Task Force, which is based in Calumet; and the Little Village Environmental Justice Organization, here on the SW Side. These inner-city teens were passionate, articulate, and highly informed — and the impact of what they had to say in just a few minutes didn’t just complement my previous lecture about sustainability and social justice . . . it totally blew it away.
I’m extremely gratified to see the launch of the Roosevelt Sustainability Initiative’s new Green Campus website, which was unveiled on August 1st. Not only does it do an admirable job detailing the university’s recent awards and accomplishments on making its operations and curriculum more sustainable, but also it features a terrific section on learning about sustainability that will be great use as a teaching and public education tool.
The lion’s share of credit for this website goes to SUST undergrad MaryBeth Radeck, who is an Environmental Sustainability Associate at RU working under the leadership of our university’s sustainability guru, Paul Matthews, in Planning and Operations. MaryBeth is a talented writer, marketer, and researcher who has over two decades of professional experience. She’s currently working on her BPS in Sustainability Studies, is an occasional contributor to the SUST at RU Blog, and on a part-time work-study basis coordinates the Schaumburg Campus’ sustainability initiatives.
Great job, MaryBeth! And special kudos to RU web designer Vickie Bertini, who worked closely with MaryBeth on the website’s format and development.
Recent reports in the popular media would have it that the humanities are embattled: waning in popularity among students, deemed irrelevant by the general public, and viewed by legislators as expendable luxuries in today’s rapidly changing higher education environment. In truth, though, the humanities in general — and the environmental arts and humanities in particular — have never been more important and necessary, both to the academy and within the culture at large.
First, a bold claim: the arts and humanities, broadly conceived, are the most exciting and diverse sources of creativity, intellectual speculation, and cultural critique we have. Together with the empirical methods of the physical and biological sciences, as well as the critical tools of the social and behavioral sciences, the arts and humanities do a great deal more than provide us with amusing diversions or a well-rounded college education. They literally define us as a species. They embody the best of our capacities as human beings.
Just as importantly, the three Es of sustainability — Ecology, Economy, and Equity — dictate a vital role for the environmental arts and humanities in envisioning and working toward a more sustainable future for humanity as well as for the millions of fellow species on our beautiful yet vulnerable planet. Thought-provoking ideas, artwork, architecture, poetry, stories, historical accounts, ethical frameworks, theater, music, theology, and films are necessary complements to the production of ecological data and development of progressive environmental policy.
Why? Because ideas and vision matter. Compelling narratives, whether literary or visual, can bring scientific facts to life and change hearts and minds. Ethics must guide our thinking to ensure that social equity and environmental justice are not marginalized or ignored in the pursuit of the next great clean energy source or wastewater treatment process or organic food production system. Environmental and economic sustainability thus cannot be achieved without the full participation and engagement of the arts and humanities.
Consider just one issue: climate change, arguably our most pressing and seemingly intractable global problem. Decades of compelling scientific evidence on global warming, glacial retreat, increasing severe storm frequency, rising ocean levels, and more have not yet produced the sea change in values and priorities needed to create effective national climate change mitigation laws. Neither have the voluminous policy analysis, political lobbying, and other efforts by social scientists and activists.
Science and policy do matter, of course. But they are not enough. This is where the environmental arts and humanities — those areas of inquiry and creative expression concerned with the natural environment and our place in it — come into play, not in opposition to the empirical findings and systematic methodologies of the natural and social sciences, but in concert with them.
In a truly sustainable society, an ethic of stewardship would reside in each individual as well as be a pervasive value within the community. Such an ethos, though, is seldom adopted in a fully rational way based upon mere apprehension of scientific data. It must be embodied and inspired by stories, arresting images, powerful metaphors, enduring questions; it should be felt as well as comprehended. It is not surprising, then, that the scientist-writers I have researched and greatly admire — Rachel Carson, Aldo Leopold, Loren Eiseley; and in the present day, E. O. Wilson, Sandra Steingraber, and others — articulate this synthesis in their work.
Influenced by these and other artists, writers, and scientists, my own journey as a scholar and teacher have affirmed for me the capacity for art, storytelling, history, music, and poetry to enrich and energize the conversations we must have about environmental science and policy. All of these endeavors, properly integrated, can help us work toward the long-term sustainability of our planet.
This coming fall semester (2013) I will be offering the inaugural section of SUST 240 Waste at the Schaumburg Campus in an innovative bi-weekly hybrid format. The class will meet face-to-face in Schaumburg every other week, and make extensive use of 240 Blackboard (Bb) site throughout the semester, particularly in the intervening weeks. This class is open for enrollment by fully online students, who have the option of attending any of the scheduled Schaumburg Campus sessions on Wednesday evenings.
Title/number: SUST 240 Waste (section L24)
Semester offered: Fall 2013
Format: Hybrid (6 class sessions + online interaction; first session Wed, Sept. 11th)
Campus: Schaumburg, room 525
Day/time: Wed 6:30-9:00pm
Pre-req: ENG 101
Text: Annie Leonard, The Story of Stuff: The Impact of Overconsumption on the Planet, Our Communities, and Our Health — and How We Can Make It Better (Free Press, 2011, paper, ISBN 978-1-4516-1029-1). Will be on order at the RU bookstore.
What’s Cool about this Class: Sustainability and Accessibility
If you’ve taken one of my hybrid SUST 210 or 220 classes in the past, you know that this type of class, in many ways, offers an ideal blend of learning modes. Our Wednesday evening sessions at the Schaumburg ensure us plenty of face time, which is great for conversation, community-building, and hands-on learning. Meanwhile, our Bb-based online interaction allow us to go into greater depth on topics we couldn’t otherwise do in a 2.5-hour class session; plus, by cutting down on our commutes to campus, we greatly reduce our GHG emissions from transportation for this course. That’s no small thing, especially for a class on waste!
Finally, this hybrid design means that students who need a fully online course can still take SUST 240 Waste this term. I will set up our Bb site and interactive Discussion Board forums in such a way to facilitate this fully online experience, with the caveat that any online student always has the option for attending any of our scheduled Schaumburg Campus sessions. You won’t find that option in a typical online course!
You’ll See Garbage in a Whole New Way — I Guarantee It!
Last fall (2012), students in two sections of 240 Waste conducted waste/recycling rate audits in Roosevelt’s new downtown showcase, the Wabash Building — specifically, by closely analyzing the waste stream and recycling effectiveness of the WB dormitory and two floors of administrative offices. This fall, we’ll plan on a similar audit for the Schaumburg Campus, in collaboration with the Department of Physical Resources and Facilities, which has a keen interest in environmental sustainability and in improving the recycling rate at our suburban campus.
You can read these impressive student-authored reports from Fall 2012 here:
Here’s an essay on the subject of the humanities — their current state in our culture, and their value to us as a subject of study and means of understanding the world — by one of my favorite essayists, Veryln Klinkenborg. Published on 22 June 2013 (my birthday), it’s a thoughtful reflection on the perceived decline of the humanities in our technology- and consumption-obsessed society, and why good writing and clear thinking still matter greatly.
Klinkenborg, who for a long time wrote weekly op-ed pieces for the New York Times entitled “The Rural Life” — short little impressionistic essays, the form and style of which I greatly admire — inspired some thoughtful letters in response to his June 22nd essay. As someone who has long taught a general education undergraduate seminar in the humanities to adult students at Roosevelt University, I recognize the value infusing all subjects of study — from business to science to hospitality management — with the insights, skills, and analysis nurtured within the humanities, broadly conceived.
Midewin National Tallgrass Prairie, located just north of Wilmington IL in Will County, is seeking a full-time Assistant Volunteer Coordinator. This position is possible because of a partnership between the U.S. Forest Service and The Nature Conservancy.
To view this job posting and apply, please visit www.nature.org/careers. You can search by using the job ID #41231. All applicants must apply online; Midewin does not accept emailed resumes. Submit your resume and cover letter as one document. All applications must be submitted in the system prior to 11:59 pm Eastern Time on July 16, 2013.
Allison Cisneros – Volunteer Coordinator
The Nature Conservancy @ U.S. Forest Service
Midewin National Tallgrass Prairie
30239 South IL State Route 53, Wilmington IL 60481
Work: 815.423.2149 Cell: 815.474.3808 acisneros@tnc.org
Turning the soil in the Farm’s west planting beds, 24 April 2013
Many of the writing and research assignments I give my students at RU are fairly straightforward and prescriptive. I give them a lot of concrete guidelines and freedom to choose a topic; they crank out the work; and then I grade it and give it back with feedback. That’s how it works for the most part in academia.
This spring semester, in addition to their weekly work on the farm watering plants, building compost bins, turning over soil, constructing greenhouse grow tables, etc., my 15 undergrad students were tasked with a collaborative “Action Research” project, in which they’d work in pairs or trios to develop real-world projects meant to extend and enhance the mission and work of this extraordinary half-acre urban farm.
Having never led quite such a research project before, I wasn’t exactly sure how to instruct them in this process — consequently, I just didn’t have the procedure or the finished project all scripted out like I usually do. Instead, I offered some rough guidelines (see project guidelines here [pdf]), moral and logistical support (likewise provided by the farm’s director, Natasha Holbert), and a lot of room for creativity.
Boy, did I learn something. Give motivated, smart, and engaged students a chance to do creative applied research for a place that they respect and appreciate, and they are capable of doing terrific work. (Note to self: do this again.) Here’s what they came up with. All of these Action Research Projects are designed to be implemented, expanded, and/or revised by the Farm staff and workers — and some may be taken up and extended by future SUST 350 students here at Roosevelt.
Our last workday, 1 May 2013, at the farm. Pictured here are RU students, CLUF staff, and Growing Power / Chicago Lights “Youth Corps” interns.
Community Empowerment and Youth Enrichment (CEYE) Program
Allison Breeding, Scott Rogers, and Troy Withers
The CEYE Program is comprised of three branches—Community Service, Food Access and Engagement, and Roosevelt Credit—which collectively aim to benefit the lives and futures of Chicago Lights Urban Farm (CLUF) volunteers, at-risk urban youths, and Cabrini seniors. CEYE seeks to take teens out of a path of trouble and into a path of service, volunteerism, and eventually college and career. The program also seeks to empower and assist local seniors by improving their food access and strengthening their community connections. (CEYE Proposal pdf)
Community Gardeners’ Guide
Jordan Ewbank, Kristen Johnson, and Ana Molledo
A practical how-to resource for people wishing to start their own community garden, based on the knowledge and practices of the CLUF community garden, established in 2002. Discusses land preparation, garden organization and design, raised beds vs. in-ground gardening, soil quality, compost, and what kinds of vegetables to grow. (Gardeners’ Guide pdf)
Troy and his son, working together on our 24 April 2013 workday
Farm Education Lessons and Activities
Bob Basile, Christian Cameron, and Molly Connor
Educational lessons and activities for K through Grade 6 students on composting, planting, and nutrition meant to be used at the CLUF to connect urban farm education with sustainability. May be expanded by future students for 7-12 grade levels on these and additional topics. (Farm Curriculum pdf)
Knowing Your Neighborhood: Community Assets Brochure and Map
Mike Miller and Ken Schmidt
Brochure (pdf)and interactive Google map designed to highlight resources and assets with a one-mile radius of the Chicago Lights Urban Farm.
Rainwater Harvesting Plan
Michael Magdongon and Lore Mmutle
A concrete proposal for the installation of a rainwater harvesting system on one of the Farm’s hoop houses. Would provide a sustainable supply of water to decrease dependence upon usage of the street hydrant on Chicago Ave., now the Farm’s main water source. Projected return on investment within one year.
(Rainwater Proposal pdf)
Self-Guided Tour and Farm Map
Bryan McAlister and Lauren Winkler
This beautifully designed one-page, double-sided guided tour information sheet and map is ideal for first-time visitors to the Farm who would like a brief and fun introduction to all of the spaces and growing areas within its half-acre footprint. Includes information of selected vegetables and several recipes for cooking them.
(Guided Tour and Map Brochure pdf)
Question: What do the northeastern Illinois communities of Arlington Heights, Batavia, Chicago, Downers Grove, Evanston, Hoffman Estates, Naperville, Northbrook, Oak Park, Plainfield, and St. Charles have in common with Cincinnati, OH; Nashville, TN; Pittsburgh, PA; Sioux City, IA; and Topeka, KS?
Answer: All of them allow city residents to keep backyard chickens for egg production.
Here in Joliet, there’s a grassroots movement aflutter to legalize residential chicken-keeping, a plucky proposal I enthusiastically support.
The virtues of city and suburban backyard hens are many and various. As noted by the local advocacy organization J-Hens (Joliet Healthy Eggs in Neighborhoods), urban chickens:
provide fresh and nutritious eggs that are far superior to most purchased in supermarkets (I know; I’ve tasted ’em);
recycle food waste by consuming kitchen scraps and producing valuable compost for gardens;
are fun family pets that provide our technology-distracted children with animal companionship, healthy outdoor activity, and instructive caretaking chores.
To be sure, uninformed naysayers wrongly assume that backyard chickens are dirty, noisy, and detrimental to local property values. I do know many so-called humans who fit such a description, and I bet you do, too. But not our dirt-scratching, bug-eating feathered friends. (Yes, folks — chickens love to eat bugs. What’s not to like about that?)
Let’s start with the property value myth. First of all, the irresponsible wrongdoings of many American financial institutions have wreaked exponentially more havoc upon the local housing economy the last five years than anything a few little hens down the alley could ever do.
Secondly, just look again at the list of cities above: does anyone really believe that the affluent communities of Arlington Heights, Evanston, Naperville, and the regulation-obsessed Oak Park — all cities with far higher average home values than Joliet — would’ve approved their backyard hen ordinances if property values were truly at risk? I rest my case.
What about the chicken poop? you ask. Won’t it be stinky? Of course it will — IF YOU DON’T CLEAN IT UP. Again, let’s get real. Our present-day urban landscape is constantly bombarded with doggy doo-doo from the tens of thousands of dogs slobbering along in our midst and treating our lawns and parkways as their personal bathrooms. These putrescent pooch piles are large, stinky, and messy — I know because I’ve cleaned a lot of them up in my 45 years. But do we outlaw the keeping of dogs as household/backyard pets because of their daily defecations? No — we simply expect their owners to deal with the waste properly.
Don’t you wish?
And as for alleged noise problems: we’re not talking roosters here. Hens are quiet and unaggressive compared to those preening and caterwauling males of the species, not to mention yappy canines and loudmouth people. (You know who you are.)
If Joliet really wants to deal with urban noise issues, I suggest the Council turn its attention to the bass-thumping car stereos that rattle my teeth and jiggle my liver as I sit in my vehicle waiting for the stoplight to change. How about an ordinance against those aural abominations?
More backyard chickens. Less liver-jiggling noise pollution. Now that would be progress!
I encourage all forms of urban gardening and farming, especially in my hometown, and recommend the J-Hens website to readers near and far. I also love doggies and my fellow man, contrary to what this article might imply. A version of this essay appears in the 5 June 2013 edition of the Joliet Herald-News as the creatively-titled “Backyard Chickens in Joliet.”
As thousands of college students graduate this month, including our students here at Roosevelt, many are concerned how they will fare in the current job market. And that market continues to be challenging as we slowly recover from the Great Recession of 2008-2010.
Recent news, however, show that the economy is adding new jobs (albeit not quite at the rate one would like to see this far into the economic recovery; and this 5 May 2013 report from the New York Times illustrates how much better off college graduates are in terms of employment levels than those who have some college but no degree, or no college at all. For workers without a high school diploma, employment prospects are very tough indeed, unlike in decades past when the US economy sported an abundance of unskilled labor positions. As the news article notes:
The unemployment rate for college graduates in April was a mere 3.9 percent, compared with 7.5 percent for the work force as a whole, according to a Labor Department report released Friday. Even when the jobless rate for college graduates was at its very worst in this business cycle, in November 2010, it was still just 5.1 percent. That is close to the jobless rate the rest of the work force experiences when the economy is good.
Among all segments of workers sorted by educational attainment, college graduates are the only group that has more people employed today than when the recession started.
The number of college-educated workers with jobs has risen by 9.1 percent since the beginning of the recession. Those with a high school diploma and no further education are practically a mirror image, with employment down 9 percent on net. For workers without even a high school diploma, employment levels have fallen 14.1 percent.
The news is not all good here, as the article raises an important point about what sort of jobs college grads have been taking.
But just because college graduates have jobs does not mean they all have “good” jobs.
There is ample evidence that employers are hiring college-educated workers for jobs that do not actually require college-level skills — positions like receptionists, file clerks, waitresses, car rental agents and so on.
“High-skilled people can take the jobs of middle-skilled people, and middle-skilled people can take jobs of low-skilled people,” said Justin Wolfers, a professor of public policy and economics at the University of Michigan. “And low-skilled people are out of luck.”
In some cases, employers are specifically requiring four-year degrees for jobs that previously did not need them, since companies realize that in a relatively poor job market college graduates will be willing to take whatever they can find.
Does this mean that the cost a four-year college degree is not a good investment anymore? Decidedly not, whether one takes the short-view (immediate employment prospects in a difficult job market) or the long-view (return on investment over one’s lifetime). College grads have a marked advantage either way. As the article continues to note:
The median weekly earnings of college-educated, full-time workers — like those for their counterparts with less education — have dipped in recent years. In 2012, the weekly median was $1,141, compared with $1,163 in 2007, after adjusting for inflation. The premium they earn for having that college degree is still high, though.
In 2012, the typical full-time worker with a bachelor’s degree earned 79 percent more than a similar full-time worker with no more than a high school diploma. For comparison, 20 years earlier the premium was 73 percent, and 30 years earlier it was 48 percent.
And since a higher percentage of college graduates than high school graduates are employed in full-time work, these figures actually understate the increase in the total earnings premium from college completion, said Gary Burtless, a senior fellow at the Brookings Institution, an independent research organization.
So, despite the painful upfront cost, the return on investment on a college degree remains high. An analysis from the Hamilton Project at the Brookings Institution in Washington estimated that the benefits of a four-year college degree were equivalent to an investment that returns 15.2 percent a year, even after factoring in the earnings students forgo while in school.
Today’s graduates will need to aggressively and strategically seek employment opportunities, to be sure; and they may have to settle for a less-than-optimal job or internship the first time around. But they’re still in a far better position than their less-educated peers to get gainful employment in their area of expertise, especially as the economy continues to recover.
I’m not able to attend 2013’s AASHE conference in Nashville, unfortunately. But it’s good to see that our article has appeared this month in the August 2013 issue of Sustainability: The Journal of Record, one of the leading journal publications for sustainability in higher education.
