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Sustainability: Perspectives of Students as Stakeholders in the Curriculum

Sustainability: Perspectives of Students as Stakeholders in the Curriculum Krista Hiser, PhD Associate Professor Kapi’olani Community College hiser@hawaii.edu. Purpose of the Study.

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Sustainability: Perspectives of Students as Stakeholders in the Curriculum

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  1. Sustainability: Perspectives of Students as Stakeholders in the Curriculum Krista Hiser, PhD Associate Professor Kapi’olani Community College hiser@hawaii.edu

  2. Purpose of the Study • This study will aid faculty and administrators in understanding exactly what students, as a group, know about sustainability and global environmental issues, as well as what habits they have developed in response, and what their attitudes are toward sustainable practices and the future.

  3. Research Questions • What knowledge, habits, and attitudes about sustainability do current community college students have? LEARNERS • Where have they learned their current knowledge, habits, and attitudes about sustainability? INSTRUCTIONAL RESOURCES and PROCESSES • What do internal, non-student stakeholders think students should learn about global environmental issues and sustainability in the academic curriculum? PURPOSE

  4. Theoretical Framework:Lattuca& Stark (2009)

  5. “Community College of the Pacific” • FTE 7174 in 2004, 9102 in Fall 2009 • 22 AA/AS and transfer programs • 89% state residents, 3% non-res, 5.8 Intl • Seven “feeder” high schools • Fall 2009: 475 students from feeder schools

  6. Data Collection • 3 groups of Student Stakeholders

  7. Student Focus Group Protocol • Union of Concerned Scientists (2011): • Energy, global warming, biodiversity, Global Warming, Transportation, Global Security, Food & Agriculture, Invasive Species, Water, Waste Management • 9 focus groups; 40 students total

  8. So What? • Students see themselves as knowledgeable about global warming…. • But they aren’t interested in talking about it. • = knowledge without engagement

  9. So What? within-case comparison of student knowledge • First year students have a more abstract understanding of the issues. • First year students interpret issues (correctly or not) through direct sensory experience. (ie: “it’s getting hotter.”) • Second year students understand real consequences and perceive more solutions. • Nonresident students perceive political and economic disparity and are more critical of the United States.

  10. Visualizing the Data: engagement Low engagement high engagement Detached attitude interested attitude

  11. Visualizing the Data: practices “dark green” (strong) “light green” (weak)

  12. Quadrants of Analysis

  13. Implications: Physical Environment • Use Campus and Community as laboratory for sustainability • Subsidize and assess learning interactions with campus facilities • Integrate student families and homes with academic curricula • Strategize faculty service • Know that behavior change comes from context, not classrooms

  14. Implications Curriculum • the k-12 sustainability curriculum is not sticking. • support service-learning and civic engagement • promote travel abroad and world-centric perspectives

  15. Implications Pedagogy • Incorporate multisensory, somatic learning • Stop Teaching Problems • leverage collaboration and communication technology

  16. Further Research • Case study of college graduates exhibiting sustainability habitus • Ethnographic research on sustainability practices in the home • Quantitative Analysis of current MTF data

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