INTERNSHIPS TO IMPLEMENT INSTITUTIONAL CHANGE: SUSTAINABILITY ON A SHOESTRING Chad King, Assistant Professor of Environmental Science David Woolf, Student Intern Heather Hardman, Student Intern Ohio Dominican University

Overview  From ad hoc to interns  Accomplishments  Applied learning  Struggles  Conclusions

From ad hoc to Interns

Ad hoc Sustainability committee  Faculty  Food service  IT  Adult programs  Student Life  Study Abroad  Facilities  Students

Limitations

Ad hoc Sustainability committee  Faculty  Food service  IT  Adult programs  Student Life  Study Abroad  Facilities  Students

Solution = Students

Target: Majors with Internship Requirements  Political Science with Environmental Focus  Environmental Science  Environmental Studies  Hourly requirement for credit  One work study position

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

Sustainability Interns  Recycling  Communication  Reporting  Education/New Programs

Recycling

Communication

Reporting

Education  Eco-rep programming  Residence assistants trainings  New employee trainings

New Programs  Research into requirements and potential for campus composting  Pilot program

Applied Learning  Opportunity to immerse students in building:  21 st century skills  habits of mind of effective learners  workplace skills

The enGauge 21 st -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

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

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

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

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

Struggles  Persistence  Data gathering  Task and self-management  Communication and collaboration  Realities of institutional change  Patience  Complexity  Time management

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

Questions?