Other Cabrillo Faculty, Students and Staff Involved in EILS or Related Initiatives at Cabrillo

Sue Tappero (Math/MESA, STEEP) CoPILa’akea Sky Smith (Undergraduate Research Assistant)

Grant Harrison (Undergraduate Research Assistant)Michelle Bliesner (Anthropology)Kelli Horner (Engineering, STEEP)

Luis Sonsino (Construction and Energy Management, STEEP)Elissa Wagner (English)

Chuck Mornard (Construction and Energy Management)Peter Shaw (Horticulture)

Lisa McAndrews (Horticulture)Nicole Crane (Biology, Co-chair, Climate Initiative Task Force, ACE)

Judy Cassada (Planning and Research Office, Co-chair, Climate Initiative Task Force)

John Welch (Physics Laboratory Technician)

Cabrillo College EILS Workshop Participants Summer 2012

Michelle Merrill (Anthropology) PI*Karen Groppi (Engineering, STEEP) CoPI

*Prepared by Michelle Merrill (unless otherwise noted)

Cabrillo College

Figure 1. Cabrillo student ethnic diversity reported 2010 (data from Planning and Research Office)

UCSC

You are here

A California Community College~14,000 – 17,500 studentsTitle V Hispanic Serving Institution (Figure 1)900+ employees (~50% part-time)~785,000 sq. ft.

Signed President’s Climate Commitment (ACUPCC) 2007

Core Competencies include language emphasizing interconnectivity and global systems

2008-2013 Master Plan: Goal B, Objective 4. “Promote awareness of the interdisciplinary nature of emerging trends, including global sustainability and social justice.”

Courses and Programs Designed in Ways that are Congruent with EILS Goals1. Construction and Energy Management2. Digital Management Career Preparation:

Academy for College Excellence (ACE)3. Science, Technology & Energy:

Expanding Potential (STEEP)4. Some other Cabrillo College courses

with potential for interdisciplinary work in sustainability

5. Unavailable Courses designed for EILS in STEM and Other Disciplines

Construction and Energy ManagementCareer Technical Education DivisionNew Associate in Science degree in Energy

Management in developmentMostly hands-on: 25 students per classMay be partly supported by outside funding (Department of Energy, National Science Foundation)

Partnering with Hartnell College (community college in Salinas, California)

Chuck Mornard is developing an integrated textbook for program

Existing CoursesCEM 163 Fundamentals of Renewable Energy Systems (2005)CEM 162 Sustainable Buildings, Home Performance, and the Environment (2006)

New Courses Offered at Solari GTC Fall 2012CEM 162BS Building Science for Construction Technology CEM 162LD Green Building and LEEDCEM 162SP Solar Photovoltaic Design and InstallationCEM 162ST Solar Thermal Design and Installation

http://www.cabrillo.edu/academics/construction/

Construction and Energy ManagementCareer Technical Education Division

Solari Green Technology CenterOpens in Watsonville Fall 2012

Designed to LEED PlatinumCourses in Development

CEM 162EC Energy CodesCEM 162EL Electrical for Energy

TechnologyCEM 162HR Home Energy Rating SystemCEM 162HV Heating and Ventilation for

Energy TechnologyCEM 162MA Math for Energy TechnologyCEM 162PL Plumbing for Energy TechnologyCEM 162PS Passive Solar Design and

ConstructionCEM 162SC Integrated Sustainability in

ConstructionCEM 190EL Electrical for Energy

Technology

CEM 190GB Green Building ProfessionalCEM 190SS Building Efficiency Sales and

MarketingCEM 190LD Green Building and LEEDCEM 190MA Math for Energy TechnologyCEM 190PL Plumbing for Energy TechnologyCEM 190PS Passive Solar Design and

ConstructionCEM 190SS Building Efficiency Sales and

MarketingCEM 190ST Solar Thermal Design and

InstallationCEM 199C Career Work Experience

Education

Digital Management Career Preparation: Academy for College Excellence (ACE)Business, English and Language Arts Division

http://academyforcollegeexcellence.org/

Integrated Science Semester Through integrated coursework in Physics,

Chemistry and Biology, this program aims to prepare students to enter introductory college-level courses in the three sciences.

Topic-based (e.g. “Energy” included renewables, food, photosynthesis, etc.)

Fall 2012 Courses: DMCP 160SI: Fundamentals of Integrated Science DMCP 160SL: Integrated Science Lab Careers DMCP160SM: Introduction to the Scientific Method DMCP 160SR: Science Research DMCP 160SW: Writing for Science

Applied Learning in Teams: Community Research Projects

Teams based on 5 Dynamics™ Learning/Working Styles Grant funded by National Science Foundation (ATE),

Bill & Melinda Gates Foundation, William and Flora Hewlett Foundation, the James Irvine Foundation and the David and Lucille Packard Foundation

Science, Technology & Energy: Expanding Potential (STEEP) Natural and Applied Sciences Division

Energy Academy & Energy InternshipsFunded by National Science Foundation

(DUE , NSF #0757114)

Project and team-based and service learningTeam Projects have included:

Energy Conservation videosBuilding Energy Bikes for use at high schools

Energy Fair: project demonstrations and education

Science, Technology & Energy: Expanding Potential (STEEP) Natural and Applied Sciences Division

The Energy Bike is a kinesthetic energy efficiency demonstration. Riders pedal to generate power for lights, feeling the difference in power required for incandescent vs. compact fluorescent light bulbs. (2010 Energy Fair)

2011 STEEP Sumer Energy Academy students.

http://cabrillosteep.org

relevant components

Typica

l # st

udents

/year

hands-

on pra

ctice

or pri

mary r

esearc

h

interd

iscipl

inary

servic

e lear

ning

team p

roject

projec

t-base

d

ANTHROPOLOGY 17: Global Perspectives of Food and Culture* y y n n n 44ANTHROPOLOGY 19G: Surviving the Future: The (Re)Emergence of Sustainable Cultures* n y n y y 44

CAREER WORK EXPERIENCE EDUCATION 99G: Sustainability Assessment† y y y y y 8

DIGITAL MANAGEMENT CAREER PREPARATION 112: Fundamentals of Digital Management y n n y y 120

ENGLISH 2: Composition and Critical Thinking (emphasis on Environmental Ethics) y y y n n 29

ENGINEERING 25: Graphics and Design y n n y y 30ENVIRONMENTAL STUDIES 50: Local Sustainability Research and Solutions‡ y y y y y ‡

HORTICULTURE 162AA-AD: Organic Food Production y y n y y 60HORTICULTURE 162PC: Introduction to Permaculture y y n ? y ◊HORTICULTURE 175: Sustainable Landscaping y y n n n 30HEALTH SCIENCES 24: Environmental Health n y n n n 40OCEANOGRAPHY 20: Costal Environmental Monitoring: Field Studies in Oceanography* y y n ? ? 30

PHILOSOPHY 16: Contemporary Moral Issues n y n n n 45SOCIOLOGY 9: Global Society and Culture n y n n n 50

Some other Cabrillo College courses with

potential for interdisciplinary work

in sustainability

*Not offered 2011-12 or 2012-13 due to budget cuts (see next slide)†Cooperative Work Education Experience (similar to independent study – students choose applied projects) ‡ Officially accepted curriculum, but has not yet been offered due to budget limitations (see next slide)◊ Will be first offered Fall 2012

Unavailable Courses designed for EILS in STEM and Other DisciplinesThese courses were designed to incorporate engaged interdisciplinary learning in sustainability. They have not been offered in 2011-12 or 2012-13 due to budget constraints at Cabrillo College.ANTHROPOLOGY 19G: Surviving the Future: The (Re)Emergence of Sustainable Cultures, Human Arts and Social Sciences Division Designed and taught by Michelle Merrill as one-unit course with engaged, interdisciplinary student team projects in Sp08, Fa08, Sp09, Sp10, Sp11. Officially accepted expansion to two-unit curriculum.

DMCP 116C: Advanced Digital Management: Leadership and Sustainability, Business, English and Language Arts Division Originally designed and co-taught by Michelle Merrill Spring ’05 as a second-semester ACE course. Now in revisions with curriculum committee.

ENVIRONMENTAL STUDIES 50: Local Sustainability Research and Solutions, Natural and Applied Sciences Division Officially accepted curriculum, but has not yet been offered due to budget limitations. Specifically designed by Karen Groppi and Michelle Merrill for engaged, interdisciplinary student team projects.

Assessment of EILS in Cabrillo College Classes: Preliminary Results1. Introduction and Demographics2. ANTHR1: Introduction to Biological

Anthropology - EILS through Life Cycle Analysis (LCA)

3. ANTHR2: Introduction to Cultural Anthropology - EILS through Life Cycle Analysis (LCA)

4. ENGLISH 2: Composition and Critical Thinking (emphasis on Environmental Ethics)

5. STEEP Summer Energy Academy: Sustainability Definitions

Introduction and Demographics As part of the EILS grant projects at

Cabrillo, students in classes using material from SEED or other activities related to sustainability participated in assessment. Several classes used the Sustainability Confidence Survey (provided by Tamara Ball, UCSC) for comparative data.

A majority of Cabrillo students in these classes reported some academic success challenges due to personal circumstances. Results showed that over 60% of students responding “Yes” or “No” to the question about academic challenges said “Yes” (Table 1). One other consistent result across classes is that students reported slightly lower confidence about working in a team after completing a team project than at the start of a class (Slides 14 & 16 ).

Figure 1. Cabrillo student ethnic diversity reported 2010 (data from Planning and Research Office)

Table 1. Student Responses to “Do you feel that your academic success has been or is now challenged by personal circumstances (personal, financial, health, family etc.)?”

 

ANTHR1 Spr ‘12Yes

ANTHR1 Spr ‘12

No

ANTHR2 Fall ‘11Yes

ANTHR2 Fall ‘11No

ENGL 2 Fall ‘11Yes

ENGL 2

Fall ‘11No

OVERALLYes

OVERALLNo

# Before

29 18 35 13 n/a n/a 64 31

# After

22 13 35 15 16 17 73 45

% Before

62% 38% 73% 27% n/a n/a 67% 33%

% After

63% 37% 70% 30% 48% 52% 62% 38%

ANTHR1: Introduction to Biological Anthropology - EILS through Life Cycle Analysis (LCA)

Modified versions of the SEED “Coltan: The Social Side of Life Cycle Analysis” lab were used, for teams of up to seven students.

Learning Outcomes sought:recognize connections between social sciences, biology/ecology and STEM (in a way that non-STEM majors can relate to and act on personally)

practice using learning technology (Blackboard Course Management Software)

practice working in teamspractice giving presentationsapply understanding of primate biogeography and conservation (required course content) to human economic decisions

Spring 2012, three “Web-enhanced” sections were offered choices of LCA team projects (coltan, bushmeat, palm oil or tropical wood products) or evolution-simulation team projects (enhanced to include specific questions about ecological roles and relationships).

Very little class time could be spared in the traditional lecture class due to curriculum constraints, so students mostly used online tools (Blackboard) and made their own arrangements to work directly with peers

7-10 minute team presentations during the final class meeting.

ANTHR1: Introduction to Biological Anthropology - EILS through Life Cycle Analysis (LCA) Spring 2012, students offered choices of evolution-simulation team projects (enhanced to include specific questions about ecological roles and relationships) or LCA team projects on varied topics: (coltan, bushmeat, palm oil or tropical wood products).

All students were asked to complete Sustainability Confidence Surveys on Blackboard early in the semester, and again at the end of the semester.

Results for Spring 2012 Anthr1 classes (next slide): There were 108 students by the end of the three class sections this semester, but the majority did not complete surveys. Overall, there was very little difference in reported confidence levels for all questions in the pre (N = 50 to 52 per question) and post surveys (N = 32 to 34), though average confidence levels were actually higher in the pre survey than in the post survey for all students combined (one-tailed T-tests, no significant differences).

Compared to students who completed the evolution simulation (N = 13 to 14), students who completed an LCA project (N=18) reported higher average confidence on all questions except “…work effectively in a group” on their post-course surveys. Students on LCA project teams also had a higher average for “…figure out/analyze what data/observations mean,” and “…use scientific language and terminology to explain a problem or solution,” compared to the class pre-survey averages, but these differences were not significant (one-tailed T-tests, no significant differences).

ANTHR1: Introduction to Bio. Anthro. – EILS via LCA

use numeric data and quantitative reasoning to solve problems or evaluate impacts.

identify relevant technical requirements when defining a problem.

figure out/analyzing what data/observations mean.

find a solution to a problem that integrates technical, scientific, social, political, environmental and economic considerations.

work effectively in a group.

2.4 2.9 3.4 3.9

ANTHR1 Sp12: Mean Scores for "I am confident in my ability to..." Statements

(1=Not at all confident... 5=Absolutely confident) N=32-52, no significant differences

Post LCA

ANTHR2: Introduction to Cultural Anthropology EILS through Life Cycle Analysis (LCA) The team research projects tied into the course readings, films and discussions about globalization and “progress” in under-developed countries negative consequences of increasing demand for certain commodities, particularly on citizens of under-developed countries where the raw materials are extracted and the commodities are produced

how culture can affect our decisions about purchasing commodities and the importance of individuals making informed decisions about the products they purchase and use and how they dispose of themTable 2. Commodities studied by 4-6 person teams in Michelle Bliesner’s ANTHR 2 sections Fall ‘11.commodities studied in both

classes

commodities studied in one of the two classes

T-shirts Make-up Coffee Greeting cards Bottled water Cell phones

Cut flowers (no students in second class chose it)

Beer (selected by absent students in first class)

Hybrid batteries (selected by students in second class)

Feather hair extensions (selected by absent students in second class)

ANTHR2: Introduction to Cultural Anthropology EILS through Life Cycle Analysis (LCA)

use numeric data and quantitative reasoning to solve problems or evaluate impacts.

identify relevant technical requirements when defining a problem.

figure out/analyzing what data/observations mean.

find a solution to a problem that integrates technical, scientific, social, political, environmental and economic

considerations.

work effectively in a group.

2.4 2.6 2.8 3 3.2 3.4 3.6 3.8 4 4.2

ANTHR2 Fa11: Mean Scores for "I am confident in my ability to..." Statements

(1=Not at all confident... 5=Absolutely confident) N=59, no significant differences

PostPre

use numeric data and quantitative reasoning to solve problems or evaluate impacts.

identify relevant technical requirements when defining a problem.

figure out/analyzing what data/observations mean.

find a solution to a problem that integrates technical, scientific, social, political, environmental and economic considerations.

work effectively in a group.

2.9 3 3.1 3.2 3.3 3.4 3.5 3.6

English2 Fa11: Mean ‘post’ Scores for "I am confident in my ability to..." Statements

(1=Not at all confident... 5=Absolutely confident) N=19

ENGLISH 2: Composition and Critical Thinking (emphasis on Environmental Ethics)

class included a requirement to perform sustainability or animal-welfare related community service.

STEEP Summer Energy Academy: Sustainability Definitions

before after2.22.42.62.83

Mean Quality Rating

(1=poor ... 5=excellent, T=0.14, n.s.)

systems

renewable resources

recycling

pollution/environmental degredation

impact

energy

conservation

community

biodiversity

0% 20%

40%

60%

80%

100%

Percent of Responses Mentioning...

Before

After

Mean accuracy and quality score of student responses to the prompt "What is sustainability? What does it mean to be sustainable?"

Percent of student responses to the prompt "What is sustainability? What does it mean to be sustainable?" that included specific topics.

N=24 N=17

Conclusions1.Other Cabrillo EILS Accomplishments

2.Challenges for Cabrillo College

3.Next Steps: Cabrillo College EILS Strategies

Other Cabrillo EILS AccomplishmentsIndividual studies projects with students to improve campus sustainability:Agua Project: water filter for bottle refill station

Cabrillo Bike Coop Bike Rental ProgramFood Systems Research and Recommendations

Workshops during faculty/staff development weeks: Feb ‘11, Aug ‘11, Feb ‘12

Offered “mini-grants”: request for proposals to all faculty May ‘11, Aug ‘11, Feb ‘12 Low response – faculty reluctant to invest time and effort

Challenges for Cabrillo CollegeBudget cuts mean no new courses, many courses cutPackaged curriculum does not always fit into existing courses

Must find way to integrate new materials into existing “uncuttable” courses (those that meet general education/transfer requirements or existing certificates) unless outside funding is found

Institutional and contractual barriers to interdisciplinary teaching create hurdles for engagement from diverse faculty

Lack of sustainability infrastructure, personnel or fundingFew courses and no certificate or degree in Environmental Studies or Sustainability offered

Large percentage of students report challenges to academic success (see Slide 12, Table 1)

Next Steps: Cabrillo College EILS StrategiesWorkshop during faculty/staff development week August 2012

Expand online Faculty Inquiry Network for Sustainability Curriculum

Offer small stipend and meals for monthly workshop participation Fall 2012

Talk individually with faculty who might design and/or implement curriculum modules for courses that will be taught 2012-13o Make suggestions and offer options for involvement

Research other curriculum through AASHE & NSF for possible use at Cabrillo

Forge stronger connections with UCSC, SJSU and other institutions

Pursue and promote Cooperative Work Education Experience sustainability projects for Cabrillo students (similar to IDEASS and STEEP Energy Interns)