Internships to Implement Institutional Change: Sustainability on a Shoestring
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Transcript of Internships to Implement Institutional Change: Sustainability on a Shoestring
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INTERNSHIPS TO IMPLEMENT INSTITUTIONAL CHANGE: SUSTAINABILITY ON A SHOESTRINGChad King, Assistant Professor of Environmental ScienceDavid Woolf, Student InternHeather Hardman, Student InternOhio Dominican University
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Overview From ad hoc to interns Accomplishments Applied learning Struggles Conclusions
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From ad hoc to Interns
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Ad hoc Sustainability committee
Faculty Food service
IT Adult programs
Student Life Study Abroad
Facilities Students
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Limitations
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Ad hoc Sustainability committee
Faculty Food service
IT Adult programs
Student Life Study Abroad
FacilitiesStudents
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Solution = Students
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Target: Majors with Internship Requirements
Political Science with Environmental Focus
Environmental Science Environmental Studies Hourly requirement for credit One work study position
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Goals for Internships Build skills
Communication, collaboration, planning, leadership
Increase understanding of institutions Provide stepping stone to community
internships Engage students in authentic problem solving Engage students in institutional sustainability
efforts Become change agents
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Sustainability Interns Recycling Communication Reporting Education/New Programs
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Recycling
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Communication
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Reporting
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Education Eco-rep programming Residence assistants trainings New employee trainings
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New Programs Research into requirements and
potential for campus composting Pilot program
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Applied Learning Opportunity to immerse students in
building: 21st century skills habits of mind of effective learners workplace skills
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The enGauge 21st-Century Skills
Skills and proficiencies identified in literature, research, education, business, industry Digital age literacy Inventive thinking Effective communication High productivity
Adapted from North Central Regional Education Laboratory
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Habits of Mind From research on effective thinkers… Persisting Listening to others with understanding and empathy Thinking flexibly Striving for accuracy and precision Questioning and posting problems Gathering data through all senses Creating, imagining, and innovating Taking responsible risks Thinking interdependently Learning continuously
From A.L. Costa and B. Kallick, eds., Discovering and Exploring Habits of Mind
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Identifying Skills:Project based learning outcomes Communication
Speaking, presenting, writing, publishing Technology
Literacy, use of software applications and other technology
Group Process Delegating, teamwork, communication
Design Planning, goal setting, use of criteria
Problem Solving and Critical Thinking Task- and Self Management
Timeliness, organization
Adapted from John Thomas
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Secretary’s Commission on Achieving Necessary Skills Workplace Skills
Productively utilize: Resources Interpersonal skills Information Systems Technology
Foundation Competencies Need:
Basic skills Thinking skills Personal qualities
Adapted from What Work Requires of Schools: A SCANS Report for America 2000
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Skills for Success in the Knowledge Age
Critical Thinking and Doing Problem solving, research, project management
Creativity New knowledge creation, “best fit” design
Collaboration Cooperation, compromise, community building
Cross-Cultural Understanding Diverse ethnic, knowledge and organizational cultures
Communication Clear messages and effective use of a variety of media
Computing Electronic information and tools
Career and Learning Self Reliance Change, lifelong learning
Adapted from Bernie Trilling and Paul Hood, Education Technology
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Struggles Persistence Data gathering Task and self-management Communication and collaboration Realities of institutional change Patience Complexity Time management
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Conclusions 4 interns ≠ 1 sustainability coordinator Require strong mentoring and
scaffolding Engage campus community Develop student leaders Further institutional sustainability efforts Prepare students for future careers
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Questions?