Concept paper on a curriculum initiative for energy, climate change, and sustainability at Boston University

[Summary] Boston University has made important contributions to the interconnected challenges of energy, climate change, and sustainability (ECS) through its research, teaching, and campus operations. This work reveals new opportunities to expand the scope of teaching and research and place the University at the forefront of ECS in higher education. This paper describes the framework for a University-wide curriculum initiative that moves us in that direction and that complements the University’s strategic plan. The central curricular objectives are to provide every undergraduate the opportunity be touched in some way in their educational program by exposure to some aspect of the ECS challenge, and to increase opportunities for every graduate student to achieve a focused competence in ECS. The initiative has six cornerstone initiatives. The first is the Campus as a Living Lab (CALL) program in which students, faculty and staff work together and use our urban campus and its community to study and implement ECS solutions. The second is a university-wide minor degree that helps students develop an integrated perspective of the economic, environmental, and social dimensions of sustainability. The third is one or more graduate certificate programs open to all graduate students. The fourth is an annual summer faculty workshop that develops new ECS curriculum and CALL opportunities. The fifth is web-based resource that underpins the construction of a vibrant knowledge network for the BU community and beyond. Finally, an enhanced sustainability alumni network will augment professional opportunities and generate other benefits. The learning outcomes of this initiative will be realized through the collaborative work of faculty, students, and staff from all 17 colleges and schools. The initiative will leverage existing BU student resources such as the Thurman Center, Build Lab, and Innovate@BU. Benefits of this initiative, beyond the curriculum, include acceleration towards the goals of our Climate Action Plan; improving the “sustainability brand” of BU; enhancing the ability to attract students and new faculty; strengthening our alumni and campus communities; deepening our ties with the city of Boston; and the potential to spin off new social and technological innovations.Published versio

African Immigration Research

Outlines the findings, activities, and impact of an oral history research project about African immigrants' experiences in the Bronx and their social, cultural, economic, political, and intellectual institutions and contributions. Makes recommendations

Initiating Community Engagement for Enhancing Preservice Teacher Education

Facilitating community engagement in education is promoted and emphasised in university policies and strategic plans. How can a university facilitate innovations to develop collaborative partnerships with its community? This paper presents leadership processes for initiating community engagement with an Australian university and highlights examples of innovations in Science Education for Sustainable Living (SESL) with preservice teachers’ reflections on their teaching practices. Data collection included observations of practice, interviews, minutes of meetings, and written correspondence with a wide range of participants (i.e., senior QUT staff, lecturers, preservice teachers, principals, school executives and teachers, and other community members). A four-step process for implementing SESL innovations provided an example of university-community engagement, and was used as a catalyst for preservice teachers (n=14) to reflect on SESL, which provided opportunities for enhancing their science teaching practices. Results indicated that connecting the community with preservice teacher education aided in promoting understandings of sustainable living and kept environmental issues on the agenda. The four-step process implemented by the preservice teachers for SESL assisted to conceptually advance understandings of scientific causes and effects in order to propose appropriate solutions. Initiating university-community engagement required articulating visionary directions, understanding change processes, motivating potential key stakeholders, and promoting collaboration and team effort. In addition, distributing leadership aided in facilitating university-community collaboration and allowed for the implementation of a wider range of innovations. It was concluded that distributing leadership will be essential in order to sustain university-community engagement, particularly as key stakeholders in leadership roles can deploy energy and resources at levels required for successful collaborations

Civic Identities, Online Technologies: From Designing Civics Curriculum to Supporting Civic Experiences

Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage Youth.Youth today are often criticized for their lack of civic participation and involvement in political life. Technology has been blamed, amongst many other causes, for fostering social isolation and youth's retreat into a private world disconnected from their communities. However, current research is beginning to indicate that these might be inaccurate perceptions. The Internet has provided new opportunities to create communities that extend beyond geographic boundaries, to engage in civic and volunteering activities across local and national frontiers, to learn about political life, and to experience the challenges of democratic participation. How do we leverage youth's interest in new technologies by developing technology-based educational programs to promote civic engagement? This chapter explores this question by proposing socio-technical design elements to be considered when developing technology-rich experiences. It presents a typology to guide the design of Internet-based interventions, taking into account both the affordances of the technology and the educational approach to the use of the technology. It also presents a pilot experience in a northeastern university that offered a pre-orientation program in which incoming freshman designed a three-dimensional virtual campus of the future and developed new policies and programs to strengthen the relationship between college campus and neighbor communities

Calling all Collegiates: A Study of Liturgical Engagement on College Campuses

Sometimes it takes the radical intrusion of silence to truly listen. This genuine kind of listening is not simply an engagement in the repetitive transfer of sound waves. Instead, this listening demands an immersion into a deeper act of presence, one that requires both the giving and accepting of self. This sort of listening is rarely easy because it forces us to rescind some control. When we listen with our hearts, we are no longer the sole authors of our thoughts. For in the heart, it is the Spirit who penetrates our musings. The impending insights can be uncomfortable. They can be jarring. They can be challenging and enlightening and so incredibly beautiful. This is an essay about what I heard in my heart. It is an essay about forming the future leaders of the Church, a challenge that is certainly uncomfortable and jarring and so incredibly beautiful. How do we invite college students to be excited about the liturgy, the life-giving celebration of all that is good, in today’s demanding world? Though difficult, I believe it can be done. It needs to be done. Despite a stimulus-driven college culture that makes community-building challenging, college campus ministries can strengthen their local liturgical communities by consistently promoting Masses, offering regular liturgical formation opportunities, and emphasizing hospitality

RAMSWay Safe Path

RAMSWay promotes safety for students, faculty, staff, and visitors with a series of safe walkways connecting key locations, such as classroom buildings, gyms, libraries, residence halls, and parking decks, on Virginia Commonwealth University’s sprawling urban campus. RAMSWay paths are designed to be consistent with the theoretical framework referred to as CPTED (Crime Prevention Through Environmental Design). CPTED suggests that altering the physical design of communities or areas in which people congregate can deter criminal activity. CPTED-compliant landscaping and lighting, security features (e.g., cameras, ERTs phones), and increased police presence on the paths promote the sense of safety. Further, increased foot traffic provides safety in numbers, consistent with VCU’s current Bystander Intervention initiative. VCU branded RAMSWay aluminum signs will designate walkways on both the Monroe Park and MCV campuses, showing pedestrians a preferred route. When traveling on RAMSWay, members of the VCU community will have more opportunities to interface with VCU Police, pass by ERTs phones, and share the route with fellow students, faculty, and staff. By using the path, we all help do our part to promote safety on our campus. Existing organizations and communication platforms, such as VCU University Relations, Student Government Association, VCU Mobile and LiveSafe, will promote the use of RAMSWay to the VCU community. RAMSWay will be executed in coordination with VCU Police and VCU Facilities

Examining Interdisciplinary Sustainability Institutes at Major Research Universities: Innovations in Cross-Campus + Cross-Disciplinary Models

This is a study of the distinctive characteristics, activities, challenges and opportunities of a specific type of sustainability institute, one that spans the many disciplines of the university and, to do so, reports to upper administration (provost or vice president of research). Among research universities within the Association of American Universities (AAU), 19 were identified, and 18 agreed to participate in this study. Directors are sent a 71-question survey in January 2017 that covered issues of Governance, Research, Education, Engagement, Campus Operations and Best Practices

Vol. 20 no. 2 Semester 2 (2009)

https://researchonline.nd.edu.au/in_principio2000s/1003/thumbnail.jp