Trillium Workshop: Sustainability Across the Curriculum

Project Name Trillium Workshop: Total Amount Received - $1,200 Sustainability Across the Curriculum Project Contact Charlotte Clark E-mail: [email protected] Signature Date: June 24, 2011

(If submitted via email printed name is sufficient for signature)

Implementation and Use of Funding: Describe how your Green Grant funding was used. Please be sure to note any ways in which the money was spent that differ from your original application. Also, please note if you benefited from any funding or resources to implement your project aside from the Green Grant. If there is still money from the Green Grant remaining, please indicate how you will use it in the future. All of the Green Grant funding went for the meals for the one-day workshop held on Monday, May 10th, 2011. We were able to obtain free space from the Duke Campus Farm and Carolina Friends School, and had supplies (nametags, flip charts, etc) from prior years or from the NSOE supply. In addition, we had funding of $5,000 from the Center for Instructional Technology which will pay up to 10 faculty $500 to develop a new or revised syllabus for a course. Additional expenses will be incurred by CIT staff in the training of faculty through the year and time to encourage development of the faculty community through these workshops. I do not anticipate using any more of the Green Grant Fund in this fiscal year. Financial payback: If you indicated that your project would have financial payback on your original application, has this been achieved? If not, when do you expect it to be achieved? [Note: A financial payback was not a prerequisite for funding.]

Not applicable

Deliverables: Overall, what are the deliverables that your project provided? How has it contributed to sustainability at Duke? How many people were engaged in/impact by your project? If there was an event, how many people attended? a) One-day workshop training faculty on incorporating sustainability concepts into their courses b) Each faculty will be required to submit to me and to CIT copies of their new or revised syllabus in the fall 2011 c) Faculty are required to blog at least twice about their experiences in the development/revision process d) I will attach agenda and participant list. Overall number of people impacted will also include ss

students registered in the courses that result, but that number is not yet know.

Recognition: Did your project receive any recognition or media attention? If so, please describe and provide links where possible. If you have any pictures, please e-mail them along with this report. Pictures will be provided.

Continuation: Are there any aspects of your project that will continue beyond this reporting deadline? If so, please describe. Please also describe any plans for expansion of your project. I hope that we will hold this workshop as an annual event whereby the faculty trained each year help to plan the workshop for the faculty who attend the next. Therefore, in the coming 2011-2012 academic year, under the supervision of the 2010 attendees, the 2011 attendees will develop and implement their courses and help to plan a workshop for 2012 attendees.

In addition to this work, we hope to have several social occasions where the community of Trillium Fellows can converse more informally about their work and progress.

Workshop Agenda

9:00 – Welcome, history, introductions. (Charlotte Clark, Visiting Assistant Professor, Nicholas School of the Environment) ss

9:30 – What is sustainability? (Chantal Reid, Assistant Professor of the Practice, Biology and Nicholas School of the Environment) Objectives: participants will 1. in small groups, discuss and identify what may or may not be sustainable about several energy forms 2. in small groups, identify and evaluate how individual disciplinary perspectives influence perception of these energy forms 3. as a large group, discuss relative benefits and limits of disciplinarity as it relates to incorporating sustainability in curricula.

10:45 – How do we think about learning outcomes?(Hugh Crumley, Director, Certificate in College Teaching Adjunct Assistant Professor of Education Duke University Graduate School) Objectives: participants will: 1. as a large group, examine, identify and describe good learning objectives. The overall goal of this fellowship is to redesign a course in fall 2011, so this objective will give us a foundation to build on for altering or adding content to that fall course(s), 2. after discussion in small groups, write several learning objectives that tie elements of sustainability to courses they currently teach. These objectives don't need to be the final elements for a fall course, rather an exploration of how to tie sustainability to course objectives.

1:00 – How might we use outdoor space as a learning environment? Field exercise on the Couch Farm (Norm Christensen, Professor of Ecology and Founding Dean of the Nicholas School, Duke University). Objective: participants will identify and discuss connections between a field experience like this in Duke Forest with their own course objectives and planning. 2:15 – How might we use the Duke Farm as a learning environment? (Norman Wirzba, Research Professor of Theology, Ecology, and Rural Life, Duke Divinity School; Emily Sloss, Manager, Duke Campus Farm) Objective: identify and discuss vital elements (objectives, experiences, activities, etc.) for incorporating the farm into individual courses and for an interdisciplinary undergraduate Focus Cluster on food and sustainability. 2:45 – What are other colleges and universities doing? (Erica Kociolek , Masters of Environmental Management, 2011, Nicholas School of the Environment) Objective: participants will become aware of similar programs at peer institutions and specific exemplary course changes by faculty, and will identify online resources for future assistance

3:45 – How do I design/revise my course? (Jennifer Ahern-Dodson, Instructor, Thompson Writing Program, Duke University; Amy Campbell, Assistant Director, Center for Instructional Technology, Duke University) Objectives: participants will 1. draft syllabus elements for redesigned fall course that address relevant possibilities, partnerships, roadblocks, institutional resources and practical tools, and 2. (specifically Duke faculty), in conversation with CIT representative (Amy Campbell), plan next steps and tentatively schedule fall dinner and monthly meetings for fall term. ss

Participants: Franca Alphin Assistant Professor, Dir. Nutrition Services Student Health, Child and Family Medicine, Duke University [email protected], PO Box 2899, Durham, NC 27710 Why are you interested? Learn more about sustainability and add a component of this to the class I am already teaching. I cannot add another class, but can certainly add an aspect of this to my existing class. Also, I believe strongly that our environment and sustaining it directly relates to food and nutrition. Initial thoughts: Utilizing The Farm, from ground to plate concept, using the foods produced on the farm as a way to familiarize students with new types of foods, what it takes to grow them, nutrients etc.

Paula Batzer Env Ed Resource Teacher, Charles County Public Schools, Maryland [email protected], Paula Batzer Nanjemoy Creek Environmental Education Center, 5300 Turkey Tayac Place, Nanjemoy MD 20646 Why are you interested? To learn more about the realities of incorporating sustainability into existing curricula.

Frances Brindle Upper School teacher, Carolina Friends School, Durham, NC

Jennifer Brody Professor, Theatre/ Arts & Sciences, Duke University [email protected], PO Box 90252, Freidl Bldg. 243 D Why are you interested? I am interested in putting together a "sustainable" class and also teaching a unit on sustainability, race ss and the environment using contemporary plays.

Amy Campbell Assistant Director, Center for Instructional Technology, Duke University [email protected]

Tavey Capps Director, Duke Sustainability Program [email protected]

Sandra Cooke Lecturing Fellow, Thompson Writing Program, Duke University [email protected], Box 90025, Art Building Why are you interested? I teach Writing 20, which is a required course for all Duke undergraduates. Thus, I constantly seek new ways to make my Writing 20 courses relevant to multiple aspects of Duke's undergraduate curriculum. To achieve this objective I try to teach foundational, transferrable writing skills, but I also try to frame my courses in way that shows students the varied, interdisciplinary aspects of a topic. For example, I aim for students in my aquatic invasive species class to understand that invasive species are not just an ecological, "sciencey" topic, but a global issue that has economic, cultural, political, and societal ramifications. I think this sustainability workshops will help we work toward these goals. Initial thoughts: Ocean acidification may affect fisheries and ecotourism, although the exact magnitude and nature of these effects are difficult to predict. Students will practice writing about these uncertain issues for a variety of audiences, including non-specialists. I'm sure sustainability concepts will arise during our class discussions and writing workshops as students sort through "scientific facts," opinions, biases, etc.

Garry Crites Director, Osher Lifelong Learning Institute, Duke Continuing Studies, Duke University [email protected], Box 90704, 104 Bishop's House, 8 East Campus Union Drive, Durham, NC 27708 Why are you interested? I am the director of a 1,600 member continuing education program that offers nearly 300 courses per year. I would like to start building a sustainability component into my program, both stand-alone courses and as part of exisiting courses. Initial thoughts: I want to foster division-wide and program-wide awareness of sustainability. This will be especially challenging since a large percentage of our courses are in the Humanities.

Craig Dane Roberts Assistant Dir of Education, Duke Inst for Brain Sciences, Duke University [email protected], Box 91003, LSRC B123A, 450 Research Drive, Durham, 27708 Why are you interested? I believe it will be useful to push both myself and my students to think creatively about how to incorporate sustainability into both how we instruct and how we practice neuroscience. This fellowship provides a great structure, source of knowledge and feedback on how to implement that goal. Initial thoughts: The course surveys tools and techniques common to the practice of neuroscience. I have found my mentors in the field have taught me much about conservation (eg. re-using plastic materials in the lab) in ss order to stretch every dollar out of a grant. I believe that we can extend this to consider how we can practice neuroscience in a way that reduces our environmental impact. I am also interested to hear and test out ideas that workshop facilitators have on how I can incorporate sustainability into the delivery of course instruction.

Timothy Emhoff Science/Charles County Public Schools, [email protected], Indian Head Elementary School 4200 Indian Head Hwy, Indian Head, MD 20640 Why are you interested? I was approached by my science supervisor to represent the elementary level for our school system. I hope to come away with some ideas that can be easily implemented schoolwide.

Michael Ennis Lecturing Fellow, Thompson Writing Program/Trinity, Duke University [email protected], Box 90025 Why are you interested? I will be teaching a Writing 20 course related to ocean exploration in 2011-2012 as a way to promote student interest in the Marine Lab. I will then teach an upper-level humanities course in the summer of 2012. I thought this would be a great opportunity to bring questions of environmental sustainability into the classroom. Initial thoughts: Since the summer reading for incoming first-years address issues of food ethics, I will offer a component in my class that deals with Indigenous agriculture and the impact of New World crops on Europe. I would like to find out more about how other professors have incorporated issues of sustainability into the curriculum of the class, not just as a topic but a practice.

Linda Franzoni Prof of the Practice, Mechanical Engineering, Pratt School, Duke University [email protected], Box 90271, 305 Teer Bldg, Durham, NC 27708 Why are you interested? To learn how others are incorporating Sustainability lessons & practices into their courses. To help the Campus achieve its goals. Initial thoughts: The easiest 1st step would be to devote one class period to the topic and invite guest(s) lecturer(s) ... and/or ... conduct a workshop (my preference over lecture-style) with the students on how they can model sustainability practices in their lives as students. The class is a freshmen course with 50-100 students and it meets once a week.

Amy Graves Science Teacher, Science/Matthew Henson Middle School [email protected], 3535 Livingston Road, Indian Head, MD 20640 Why are you interested? Educational Experience

Erika Kociolek Master of Environmental Management ‘11, Nicholas School of the Environment, Duke University Member Education Subcommittee, Duke Campus Sustainability Committee ss

Meg Mobley Current PhD candidate, Nicholas School of the Environment, Duke University Member Education Subcommittee, Duke Campus Sustainability Committee

Charles Newcomb Science teacher, Westlake [email protected], 3300 Middletown Rd, Waldorf, Md 20603 Why are you interested? I teach environmental science and focus on sustainability throughout the course. Initial thoughts: Demonstrating why sustainability matters and what factors lead to sustainable development.

Nancy Parsifal Middle School teacher, Carolina Friends School, Durham, NC Middle School “gardening guru”

Martha Reeves Visiting Professor, Markets and Management Certificate Program, Sociology and Women’s Studies Departments Duke University [email protected], 2016 Campus Drive Why are you interested? I am interested in developing more materials into two courses that I teach: the MMS Capstone Course, in which students develop a business plan in a team. I would like to show students how entrepreneurs can use sustainable business practices or develop businesses based on a sustainable product or process. I already do this to some degree but would find it valuable to see what others would suggest. In my marketing courses, I would like to give students tools to understand when companies are "greenwashing" versus doing something that is really sustainable. There is so much hype around green products. People need to have some evaluative tools as consumers to decide what is and what isn't green. Initial thoughts: I also think I can add value to other course participants in sharing my current syllabus for the Capstone Course. Students are eager to discuss these concepts...sometimes I find it difficult to understand the scientific components (check out the EPA website, for example, and try to make sense of it...you have to have a chemistry background!). I would like access to good, meaty articles on the subject beyond what I already have. I think this workshop and others in it can guide me to some good resources.

Kathy Rudy Associate Professor, Women's Studies, Duke University [email protected], Box 90760 Why are you interested? I am committed to sustainability in several ways. Food, ecosystems, sense of wonder at nature, etc. Initial thoughts: How to draw discourses of ecology and sustainability into feminist theory = revitalizing ecofeminsim. Also, what does feminism offer sustainability discourses? ss

Melissa Simmermeyer Lecturer, Romance Studies, Duke University [email protected], Box 90269, Durham, NC 27708-0269 Why are you interested? I would like to see if instructional technology can be used to increase sustainability. I'm interested in hearing about best practices from other faculty. I would also like to establish connections with faculty with similar interests. Initial thoughts: At a very basic level, I would like to find a way to reduce paper consumption in the course. I have not yet been convinced by the paperless approaches to feedback and editing that I have seen used in writing courses and would like to see if there are any practical alternatives. At a structural level I am interested in introducing readings in Spanish related to sustainability, and encouraging students to explore sustainability topics in their writing.

Emily Sloss Manager, Duke Campus Farm Duke University [email protected]

Shana Starobin PhD Candidate, Kenan Instructor in Ethics 2011-2012 Nicholas School of the Environment, Duke University [email protected], Nicholas School of the Environment | Box 90328 | Duke University | Durham, NC 27708 Why are you interested? I have long been committed to work on sustainability and integrating it into my teaching, particularly in a service-learning/ experiential context. This coming year, I will be designing and teaching my own course for the first time at Duke, as the Kenan Instructor in Ethics for 2011-2012. I am specifically interested in incorporating some of the experiential aspects of sustainability education into the classroom-seminar context. Initial thoughts: I would like to challenge the default norms for consumption of food and disposal of waste in my classroom, by role modeling certain behavioral choices (i.e., bringing personal mugs to class for beverages rather than disposable containers) and challenging assumptions about how waste-disposal operates (i.e., challenging the student to experiment in composting and recycling on campus as much as they can--with the goal of them estimating their confidence that the item they recycled/ composted will indeed be recycled or composted given the way they disposed of it). For example, if I walked to the Nicholas School to throw my banana peel in the compost bin, I could declare with a higher degree of certainty that the nutrients from my banana will return to the earth (as compared to throwing that same banana peel in the trash can in my classroom). In essence, I hope to challenge behavior norms and then further push students to investigate the complex challenges of building and maintaining sustainable food systems (on both ends).

Charlie Thompson Director, Center for Documentary Studies, Lecturer, Department of Cultural Anthropology, Duke University [email protected] Why are you interested? ss

I teach courses such as Undocumented America, and Politics of Food. My particular interests in documentary work fall into the categories of oral history, ethnography, filmmaking, and community activism. A former farmer, I remain immersed in agricultural issues and the laborers within our food system.

Current Trillium Sustainability Fellows1 Jennifer Ahern-Dodson Instructor, Thompson Writing Program, Duke University [email protected] Charlotte Clark Assistant Visiting Professor, Nicholas School of the Environment, Duke University [email protected] Hugh Crumley Instructional Technology Specialist & Adjunct Assistant Professor of Education, Center for Instructional Technology, Graduate School, Duke University [email protected] Doug James Assistant Dean, Academic Affairs, Graduate School, Duke University [email protected] Emily Klein Professor and Senior Associate Dean, Nicholas School of the Environment, Duke University [email protected] Josiah Knight Associate Professor, Associate Director, Gendell Center for Engineering, Energy and Environment, Pratt School, Mechanical Engineering & Materials Science, Duke University [email protected] Marie Lynn Miranda Associate Professor of Environmental Sciences and Policy, Duke University [email protected] Chantal D. Reid Assistant Professor of the Practice, Department of Biology and Nicholas School of the Environment, Duke University [email protected] Julie Reynolds Associate Director of Undergraduate Studies and Assistant Professor of the Practice, Biology, Duke University [email protected] Dan Richter Professor of Soils and Forest Ecology, Duke University [email protected] Casey Roe Education & Outreach Coordinator, Sustainable Duke Duke University Norman Wirzba Research Professor of Theology, Ecology, and Rural Life, Divinity, Duke University

1 These Fellows are those who attended the 1st annual workshop last May, and most of them have participated in the planning and implementation of this year’s workshop. ss

[email protected]