Student experience: How can we weave integral ecology content into curricula? How can we weave integral ecology content into extracurricular activities? by John Bansavich

2023-03-05 18:13:00 UTC

put it in the core.

2023-03-20 22:11:50 UTC

Create a required online module with interesting content (reading, videos, quizzes) on each chapter of Laudato Si

2023-03-27 17:47:08 UTC

Create a "teaching activity bank" of materials for faculty, and teaching notes on how to integrate them into classroom sessions, e.g. an activity related to global water scarcity with connected resources (video, readings, podcasts) for a one or two hour active learning session.

2023-03-27 17:49:20 UTC

Day of community service to benefit local environments, in partnership with local organizations

2023-03-27 19:58:04 UTC

Make the education about climate interdisciplinary

2023-03-27 20:04:50 UTC

Weaving integral ecology content into curricula and extracurricular activities.

2023-03-30 08:39:14 UTC

Weaving integral ecology content into curricula and extracurricular activities can be a powerful way to engage students in understanding the interconnectedness of environmental, social, and economic systems. Here are some ways to incorporate integral ecology into curricula and extracurricular activities:

Integrate integral ecology into existing courses: Integral ecology concepts can be incorporated into a wide range of subjects such as biology, physics, social studies, literature, and art. For example, in a biology class, students can learn about the importance of biodiversity and how it is essential for ecosystem health. In a literature class, students can read and analyze works that highlight environmental issues and their impact on society.

Develop new courses and programs: USF can create new courses and programs that specifically focus on integral ecology. These courses can include topics such as sustainable development, climate change, conservation, and environmental justice. USF can also organize workshops and seminars for students to explore these topics in-depth.

Engage students in hands-on learning: Engaging students in hands-on learning experiences is a great way to incorporate integral ecology content into extracurricular activities. USF can organize outdoor activities such as hiking, camping, and birdwatching, to help students connect with nature and learn about the importance of environmental conservation. Students can also participate in community service projects that focus on environmental sustainability.

Collaborate with local organizations: USF can partner with local organizations that are working towards environmental sustainability to provide students with opportunities to learn about integral ecology concepts. For example, students can work with local farmers to learn about sustainable agriculture or participate in beach cleanups to understand the impact of plastic waste on marine life.

Encourage critical thinking and problem-solving skills: USF can encourage students to think critically and develop problem-solving skills by providing them with opportunities to explore real-world environmental issues. Students can analyze data, create proposals for sustainable solutions, and present their ideas to their peers and teachers.

Incorporating integral ecology content into curricula and extracurricular activities can help students develop a deeper understanding of the interconnectedness of environmental, social, and economic systems. By engaging students in hands-on learning experiences and encouraging critical thinking and problem-solving skills, schools can help prepare the next generation to become stewards of the planet.

Practical Experiences

2023-04-04 19:40:37 UTC

Visiting the Recology center and seeing the volume of waste can be a powerful experience for students.

Outdoor Experience

2023-04-04 19:43:39 UTC

Prior to my undergraduate experience, I participated in a 4 day backpacking trip which gave me insight into water, food and waste. It could be a great experience for USF students.

Student Reps @ USF

2023-04-04 19:45:03 UTC

Perhaps, to have student voices we have 1 ASUSF student rep and 1 GSS student rep w/ titles in this space. They run town halls and can move resolutions forward regarding this initiative. https://myusf.usfca.edu/graduate-student-senate https://myusf.usfca.edu/asusf-senate/senators — then these senators are also connected in to the board of trustee committees via the president of ASUSF and GSS?

Theory to Action

2023-04-04 19:47:54 UTC

Environmental Issues are reportedly important to our students. In my experience, students making change for water and energy use, waste reduction etc. is much lower. How do we better connect their values into action?

Uplift Indigenous Peoples

2023-04-04 19:49:06 UTC

https://docs.google.com/document/d/1eiOvB5EhIRvbZ4hdCnfEIpFjmvjPJmyCabN9eIYtaEg/edit

USF 101

2023-04-04 20:01:46 UTC

Is the Laudato Si included in USF101? Could there be a nature immersion experience as part of that class?

gkuperus — 2023-04-04 21:06:32 UTC

From community forum chat:
Perhaps, to have student voices we have 1 ASUSF student rep and 1 GSS student rep w/ titles in this space. They run town halls and can move resolutions forward regarding this initiative. https://myusf.usfca.edu/graduate-student-senate https://myusf.usfca.edu/asusf-senate/senators — then these senators are also connected in to the board of trustee committees via the president of ASUSF and GSS?

Include sustainability information and practices in orientation (e.g., why/how to recycle and compost; why/how to save electricity; why/how to avoid paper waste)

2023-04-08 02:06:19 UTC

Have student environment ambassadors in each dorm to raise awareness, organize activities. Possibly combine with other areas of interest, like social/racial justice, so organizing events/activities in both these areas

2023-04-08 02:07:30 UTC

Provide faculty training on how to integrate sustainability into a wide range of classes

2023-04-08 02:08:30 UTC

Include climate literacy as a cross-cutting institutional learning objective. Check out the literacy learning objective adopted by the Berkeley public schools: https://www.berkeleyschools.net/2021/11/board-of-education-unanimously-passes-busd-climate-literacy-resolution-no-22-018-educational-response-to-the-climate-emergency/

2023-04-08 02:11:33 UTC

2024-02-14 01:06:16 UTC

I’m curious how we can expand these ideas not only in the curriculum, but extracurricular. (Ie; Student Life initiatives, and office of development). How can we bring events and speakers that are already happening to the present and cross-collaborate.

Partner with local CEL experiences or immersions on existing City projects -- e.g. Portola Greenway, DragonSpunk in the Bayview

2024-02-15 01:19:56 UTC

Identify faculty and departments who can head short-term immersions that will meet Core requirements and engage with global vulnerable communities.

2024-02-15 01:20:49 UTC

Beauty product waste/terracycling

2024-03-17 06:57:58 UTC

Similar to the separate ewaste containers in LME I wish we had somewhere to drop mixed material beauty and self care containers like shampoo bottles or skincare products!

Teaching about seeds and expanding the initiatives of the seed library! Continuing the lessons of environmental justice classes, especially in centering bipoc voices.

2024-03-21 19:01:54 UTC

uplift native voices

2024-03-21 19:05:39 UTC

get in contact with native elders and other environmental experts in our communities. I think it is also important to create a space that makes environmental efforts seem more important, instead of hiding the office of sustainability in a tiny room creating a center of environmental justice would foster more conversation and a more positive attitude toward the subject.

Local ecology education typically focuses on mainly plants, it would be more engaging to also learn about the animals such as birds.

2024-03-21 19:06:13 UTC