1st Edition

Teaching Sustainability / Teaching Sustainably

Edited By Kirsten Allen Bartels, Kelly A. Parker Copyright 2012
    296 Pages
    by Routledge

    296 Pages
    by Routledge

    Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance.This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practiced by members of the long-gone society under investigation. This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face.The contributions to this book are presented under four sections. “Sustainability as a Core Value in Education” considers the rationale for incorporating sustainability in disciplinary courses. “Teaching Sustainability in the Academic Disciplines” presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. “Education as a Sustainable Practice” reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus.

    I. Sustainability as a Core Value in Education 1. Sustainability for Everyone. Trespassing Disciplinary Boundaries—Douglas Klahr 2. Sustainability as a Core Issue in Diversity and Critical Thinking Education—Danielle Lake 3. Sustainable Happiness and Education. Educating Teachers and Students in the 21st Century—Catherine O’Brien 4. A Christian Contribution to Sustainability—Chris Doran II. Teaching Sustainability in the Academic Disciplines 5. The Hungry Text. Toward a Sustainable Literary Food Pedagogy—Tom Hertweck and Kyle Bladow 6. The Rhetoric of Sustainability. Ecocomposition and Environmental Pragmatism—Kimberly R. Moekle 7. Writing Banana Republics and Guano Bonanzas. Consumerism and Globalization in the Composition Classroom—George E. Brooks 8. Sustainably Growing Farmers of the Future. Undergraduate Curriculum in Sustainable Agriculture at the University of Kentucky—Keiko Tanaka, Mark Williams, Krista Jacobson, and Mike Mullen 9. Using a Multilevel Approach to Teach Sustainability to Undergraduate Students in Engineering and Environmental Science— Stacey A. Hawkey, Valdeen Nelsen, Bruce I. Dvorak, 10. Growing Sustainability in Healthcare Management Education—Carrie R. Rich, J. Knox Singleton, and Seema Wadhwa 11. Teaching Ecotourism in the Backyard of Waikiki, Hawai‘I—John Cusick 12. Who Will Teach the Teachers? Reorienting Teacher Education for the Values of Sustainability—Patrick Howard III. Education as a Sustainable Practice 13. E-portfolios in a Liberal Studies Program. An Experiment in Sustainability—P. Sven Arvidson 14. The Paperless Classroom—Justin Pettibone and Kirsten Bartels 15. Communicating Sustainability. Teaching Sustainable Media Practice—Alex Lockwood, Caroline Mitchell, and Evi Karathanasopoulou 16. Roadblocks to Applied Sustainability—Bart A. Bartels IV. Leadership and Reform Strategies for Long-term Institutional Change 17. Teaching Sustainability Leadership—Courtney Quinn and Gina Matkin 18. Teaching Sustainability to Future Museum Professionals—Sarah S. Brophy 19. Escaping the Structural Trap of Sustainability in Academia Through Global Learning Environments—Tamara Savelyeva 20. Making Sustainability a Core Value—Christine Drewel ABOUT THE CONTRIBUTORS INDEX


    Kirsten Allen Bartels is Honors Faculty Fellow at Grand Valley State University Kelly A. Parker is Professor of Philosophy, Environmental Studies, and Liberal Studies at Grand Valley State University

    "Conservation is not only for the environment alone. Teaching Sustainability, Teaching Sustainably is a college educators guide to encouraging sustainability in their lesson plans, as well as the importance of a practice that encourages good practices to help the teacher or professor keep their soul in their educational practices for years to come. An insightful discussion of these two vital yet related ideas that are needed for greater education in the long term, Teaching Sustainability, Teaching Sustainably is a strong pick for general education collections."

    Library Bookwatch

    "Teaching Sustainability / Teaching Sustainably is simply the type of book you sit down and read the whole book enjoying each chapter and then get up. What is especially nice about this book is that it balances the humdrum of academic discipline with practical experience describing how to teach sustainability in a realistic manner to individuals in diverse careers... In summary, adding sustainability to all facets of education is like adding computer technology to all facets of education–it is a core concept that is as fundamental to learning as reading, writing and arithmetic."