COLLEGE of CHARLESTON Sustainability Literacy as a Bridge to Addressing 21st-Century Problems COLLEGE OF CHARLESTON March 28-30, 2017 1 COLLEGE of CHARLESTON TABLE OF CONTENTS Executive Summary 3 Overview 4 Process Used to Develop the QEP 6 Identification of the QEP Topic 14 Desired Student Learning Outcomes 28 Literature Review and Best Practices 29 Actions to be Implemented 38 Timeline 55 Organizational Structure 60 Resources 62 Assessment 63 Appendices 76 References 96 2 COLLEGE of CHARLESTON EXECUTIVE SUMMARY The College’s Quality Enhancement Plan (QEP), Sustainability Literacy as a Bridge to Addressing 21st- Century Problems seeks to add to the storied history of the College of Charleston (CofC and “the College”). The College recognizes there is a confluence of “21st-century problems” that will require rigorous critical thinking skills, systems competencies, and interdisciplinary fluency to address.The 21st-century problems CofC students will have to address are social (for example, institutional racism, sexism, LGBQT+ rights), economic (increasing debt, wage disparity between men and women, poverty) and environmental (climate change, sea level rise, biodiversity loss). Where these three domains – the economic, environmental and social – meet and intersect is known as the “Triple Bottom Line” (TBL) of sustainability. This QEP places the College at the forefront of higher education in addressing these 21st-century problems by equipping students with sustainability literacy. The College will provide sustainability literacy learning opportunities structured around developing critical thinking skills, synthesizing knowledge across disciplines, contributing to creative problem solving, cultivating analytical reasoning and fostering awareness about sustainability literacy. Students’ exposure to these learning skills will serve the important function of helping them better understand and comprehend the interdependent synergies of the systems that interact to make the Triple Bottom Line. Because sustainability literacy is based upon understanding how social, economic and environmental systems interact, these learning opportunities will provide the entryway into students advocating for addressing 21st-century problems. Developing empowered citizens who are able to think critically and bring ingenuity to solving challenges is central to the mission, purpose and strategic planning of the College. This is seen most clearly in the third goal of the College’s Strategic Plan, which is to “provide students the global and interdisciplinary perspectives necessary to address the social, economic, environmental, ethical, scientific and political issues of the 21st- century.” It also is part of the College’s mission, which is to develop responsible, productive members of society. This QEP will help the College meet its mission and Strategic Plan by focusing on sustainability literacy. This focus adds to the current institutional context of providing CofC students with perspectives needed to address social, environmental and economic problems. In order to enhance student learning at the College in regards to sustainability literacy, five key goals and seven student learning outcomes structure this QEP. Addressing these five goals will occur through curricular and co-curricular opportunities for student engagement including sustainability literacy course infusion, the development of a Sustainability Literacy Scholars Program, creation of an undergraduate certificate in Sustainable Businesses and Communities, creation of an Honors College Sustainability Literacy cohort, and co-curricular alternative breaks and campus-wide events. These goals will also be met programmatically by generating new institutional opportunities for student, faculty, and staff engagement around sustainability literacy, most notably by the institutional development of a Sustainability Literacy Institute. These initiatives will be assessed by multiple direct and indirect measures. By focusing on the development of sustainability literacy afforded by this QEP, CofC students will be able to advocate for a more just, sustainable society – one where they can apply their passions and hard-won knowledge in creating a more resilient, equitable future for all. The College is honored to present this QEP on “Sustainability Literacy as a Bridge to Addressing 21st-Century Problems” to SACSCOC and to embark upon the exciting new era for the College of Charleston. 3 COLLEGE of CHARLESTON OVERVIEW Founded in 1770 and located in the heart of historic Charleston, South Carolina, the College of Charleston (“CofC” and “the College”) is a state-supported comprehensive institution that provides education in the arts and sciences, teacher education and business. The College strives to meet the growing educational demands primarily of the Lowcountry and the State of South Carolina and, secondarily, of the southeast United States. Consistent with its heritage, a liberal arts undergraduate curriculum is central to the mission of the College. Over 10,000 undergraduates, approximately 1,000 graduate students and 415 students enrolled in non-credit courses at the College work closely with more than 500 committed full-time faculty. The College’s new QEP, “Sustainability Literacy as a Bridge to Addressing 21st-Century Problems,” scheduled to begin implementation in academic year 2017-18, adds to the storied history of the College of Charleston. The College recognizes that addressing 21st-century problems will require the cultivation of sustainability literacy in CofC students. To do so, this QEP uses sustainability as a systems framework for conceptualizing and cultivating problem-solving skills for students. The key to sustainability literacy is what is called the “Triple Bottom Line” (TBL) of sustainability, where 21st-century problems are understood as social (for example, institutional racism, sexism, LGBTQ+ rights), economic (increasing debt, wage disparity between men and women, poverty) and environmental (climate change, sea level rise, biodiversity loss) (see Figure 1). A majority of 21st-century problems cannot be solved within a single domain of the TBL, nor are they mutually exclusive. That is, they are often a combination of social, economic and/or environmental issues, making them complex problems. Skills such as critical thinking, synthesis, analytical reasoning and problem solving are central in teaching students to address sustainability problems (Rivilla and Dominquez 2014; Atkas,et al. 2015; Redman and Larson 2011; Verhulst and Lambrechts 2015; Johnston and Johnston 2013; Gosselin, et al. 2013; Wiek, Withycombe and Redman 2011). As outlined in the “need” section of this document, the College recognizes that many of its students are currently deficient in these sustainability literacy competency areas.Thus, by pursuing this QEP, the College will focus on providing, primarily, undergraduates the opportunity to gain the skills and knowledge to become citizens who advocate for solving 21st-century problems. Figure 1. The Triple Bottom Line of Sustainability social TRIPLE BOTTOM LINE economic environmental 4 COLLEGE of CHARLESTON Developing a student body that is sustainability literate will help the College meet several goals of the current Strategic Plan and aid in achieving the College’s mission, in particular, goal No. 3: “provide students the global and interdisciplinary perspectives necessary to address the social, economic, and environmental issues of the 21st century.” Several pieces of evidence, to be discussed in detail later, support the need for this QEP, beginning with a survey of the student body in 2011 assessing the extent to which students were receiving the knowledge, skills, and abilities associated with becoming sustainably literate through existing courses. Additionally, a 2015-16 review of institutional effectiveness assessment of academic program assessment reports revealed that very few programs at CofC are currently addressing the basic tenets of sustainability literacy. While these programs were having some success with student learning in these areas, the knowledge seems pocketed in a few programs and assessment data indicate opportunities to expand to more disciplines across campus. Additionally, a review of several enterprise-level direct and indirect measures (ETS Proficiency Profile and the National Survey of Student Engagement), a catalog audit, student focus groups and a faculty/staff survey revealed gaps in student learning that knowledge and skills around sustainability literacy would help to address. The ETS Proficiency Profile and the NSSE data both indicate that there is room for improvement in students’ abilities to demonstrate and the College’s capacity to provide students with critical thinking and integrative learning skills. The faculty/staff survey and student focus groups further revealed an interest in but lack of training around the topic of sustainability literacy. Employer data also shows a great demand for employees with the knowledge and skills associated with sustainability literacy. The central focus of this QEP is to equip CofC students with the skills and knowledge they will need upon graduation so that they can advocate for and help design resilient social, economic and environmental systems. In order to enhance student learning at the College around sustainability literacy, five goals (see Table 1) and three avenues for advocacy (educate, express, empower) structure this QEP. Table 1. The Five Goals of the QEP 1. Build Awareness