Sustainability, Energy, Environment Initiative: Ecology learning in an interdisciplinary environment

Background/Question/Methods

The Sustainability, Energy, Environment (SEE) Initiative at the urban University of Dayton, Ohio campus was born out of the desires of interested faculty from across disciplines and professional schools to create  1) an interdisciplinary academic program, 2) a means of facilitating  collaboration among diverse existing initiatives and 3) a hub for organizing student-led organizations on campus.   After two years of nurturing pilot courses, a SEE Minor was created that includes  five core courses team-taught by faculties in different fields, project-based courses and study-abroad options.  As part of UD’s Living-Learning Community (LLC) first year experience, 50 students chose a  SEE-themed LLC and were cohorts in philosophy and english courses during their first semester which focused on environmental writing.   Although Ecology is not a SEE course requirement, ecological concepts are introduced in other courses through guest speakers that include science faculty and natural resource professionals, class readings, discussions, major events and field trips.   Student environmental organizations and faculty/staff representatives from SEE-related concerns on campus were invited to share ideas and collaborate in event leadership. SEE engages other campus initiatives including the Rivers Institute which trains students through the River Leadership Curriculum and engagement with community partner environmental organizations.  In this interdisciplinary context, how was ecology learning enhanced? 

Results/Conclusions

While scheduling constraints prevented many non-science majors from taking traditional ecology courses, field trips,team-taught and project-based courses allowed for experience of ecology principles in action.  Highest enrollment was by engineers and business majors who do not traditionally take life science courses.    First year SEE LLC students showed strong preference for outdoor activities such as educational nature hikes and many applied to be River Stewards in their second year.    Students applied their classroom and project learning to campus and nearby urban issues and offered assistance to sustainability initiatives of energy, food and land use.    Teach-ins on “The gulf oil spill” and “Why should the campus reduce energy use” that presented a wide variety of faculty disciplines and staff perspectives in dialogue were favored and students took leadership in designing and conducting course projects on campus land use and events ranging from local foods to sustainable living.  The Center for Social Concern supports student environmental service clubs and features ecological concerns during urban and rural breakouts.  Faculty are highly engaged in event planning and curriculum innovation.   The SEE initiative builds on the UD community atmosphere strength, and increases student responsibility for their learning.