Revisiting the Lifestyle Project

Mark P. TurskiLisa A. Doner

Environmental Science and Policy Department, Plymouth State University

2009

The Categories

• 1. HEAT • 2. GARBAGE • 3. ELECTRICITY AND WATER • 4. LEAVE THE CAR AT HOME • 5. EAT EFFICIENTLY • 6. CREATE YOUR OWN CATEGORY

The Arm Chair Environmentalist

Coverage of topics in science and general education courses

3 or 4 carbon footprints

A new Inter-disciplinary Sustainability minor

Addition of courses on Sustainability

Change in the ES&P student

• Most belong to Common Ground and hold most of the leadership positions• 33% last year were vegetarians or vegans. • Most watch their meat consumption try to eat local or organic if they can.• Most are proud they don’t drive during the week except for work.• They all recycle and work to re-use and reduce• 63 degrees is a New Englander’s idea of a warm house

Hippies!

Changes to Project

• Moved Baseline data part to the intro course– 1st year students can do it in dorms– It is integrated with Dimensional Analysis • Science and Policy majors – math and science

requirements are very different

• Carbon Footprint moved to intro course– With math and more in depth analysis– Followed up in Energy in Society course• Countries of the world• TED talks

EAT EFFICIENTLY - me

I added miles traveled and virtual water.They are convinced I LIE!

Food - me

Food - students

Garbage

trash 4.5 lbs junk mail, .5lb cardboard, .8kg/2.1 lb unrecyclable trash - most of which was the ham bone from Wed. nite.

ELECTRICITY AND WATER

• Rarely start above 65° F in New England– 52% nuclear power – .185$/KWH– Only Maine uses more bio-mass– 50% Fuel oil

• Dorm students have no control – rooms usually too hot

• Roommates – tied to electric use• Family - 63°

Heat3 degrees every

week

Leave the car 1.2 miles

Family Circus 1.3

Lazy .33 = ~ 5

CREATE YOUR OWN CATEGORY

• They do so many of the things on the list already.• No papers• Academic dishonesty issues.

References• Kirk, K.B., and Thomas, J.J. (2003). The Lifestyle Project, Journal of Geoscience

Education, 51 (5), 496-499.• National Association of Geoscience Teachers. (2009) On the Cutting Edge: Teaching

About Energy in Geoscience Courses. Retrieved from: http://serc.carleton.edu/NAGTWorkshops/publicpolicy/activities/12517.html