Submitted)to)the)Committee)on)Curriculum)of)the)Arts)and)Sciences)Council) Duke)University) January)2015) Revised)March)2015)and)September)2015) By)

Transcription

1 SUSTAINABILITYENGAGEMENTCERTIFICATE PROPOSAL Submitted)to)the)Committee)on)Curriculum)of)the)Arts)and)Sciences)Council) Duke)University) January)2015) Revised)March)2015)and)September)2015) By) The)Nicholas)School)of)the)Environment)&)the)Sustainability)Engagement)Certificate)Planning)Committee:) ) Charlotte)Clark,Co6Director;AssistantProfessorofthePracticeofSustainability,NicholasSchoolofthe Environment,FacultyDirectorofSustainability,DukeUniversity Charlie)Thompson,Co6Director;ProfessorofthePractice,CulturalAnthropology;corefacultyin DocumentaryStudies Tavey)Capps,Director,SustainableDuke Marianne)Drexler,ProgramCoordinatorofUndergraduatePrograms,NicholasSchooloftheEnvironment) James)Ferguson,Undergraduate,DukeUniversity,ENVMajor) Linda)Franzoni,)AssociateDeanforUndergraduateEducation,ProfessorofthePractice,PrattSchoolof Engineering) Elaine)Madison,)AssociateDirectorofPrograms,Strategy,andAssessment,DukeEngage;Executive Director,DukeCouncilonCivicEngagement) Joel)Meyer,)AssociateProfessorofEnvironmentalToxicology,NicholasSchooloftheEnvironment) Dirk)Philipsen,SeniorResearchScholar,DukeArts&Sciences;SeniorFellow,KenanInstituteforEthics) Lee)Anne)Reilly,LecturingFellow,ThompsonWritingProgram Eileen)Thorsos,SustainabilityEducationProgramCoordinator,NicholasSchooloftheEnvironment) Rebecca)Vidra,Lecturer,EnvironmentalSciences&Policy,NicholasSchooloftheEnvironment;Directorof UndergraduateStudies. ) 1

2 CONTENTS Contents)...)2 Executive)Summary)...)3 I.)Description)&)Rationale)...)5 II.)Detailed)Description:)Requirements)and)Curriculum)...)10 III.)Proposed)Text)to)Appear)in)the)Undergraduate)Bulletin)...)16 IV.)List)of)Courses)Available)for)the)Sustainability)Certificate)...)17 V.)Description)of)New)Courses)...)23 VI.)Identification)of)Teaching)Faculty)...)23 VII.)Administration)...)25 VIII.)Available)Funding)...)27 IX.)Library)Resources)...)28 X.)Assessment)Plan)...)28 XI.)Letters)of)Support...)32 Appendices)...)64 Appendix)A.)Text)of)the)American)College)and)University)Presidents )Climate)Commitment) (ACUPCC))...)64 Appendix)B.)Sample)Student)Pathways)...)66 Appendix)C.)Historical)List)of)Projects)from)ENVIRON)245:)Theory)&)Practice)of)Sustainability,)and) ENVIRON)217:)Food)&)Energy)...)73 Appendix)D.)Draft)form)to)verify)the)student s)completion)of)co`curricular)experiences)...)87 Appendix)E.)Statement)of)Library)Resources)...)88 2

3 EXECUTIVESUMMARY Baked)bread)[is])savory)and)satisfying)for)a)single)day;)but)flour)cannot)be)sown)and)seedNcorn)ought)not)to) be)ground.(goethe,wilhelm)meister s)apprenticeship) Aworldofgrowth inpopulation,inproduction,inconsumption facesanexistentialchallenge: meeting theneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds. Forglobalinhabitantsofafiniteplanet,totakeresponsibilitiestowardoneanother,futuregenerations,and earth slivingsystemsmeansthatsustainabilitybecomestheethicalimperativeofourtime. Sustainabilityasafieldofstudy,research,andpracticeisrapidlygrowinginsignificance.Onamost fundamentallevel,notdestroyingourseedcornisabouthumanity ssurvival.inamodernandglobally interconnectedworld,however,sustainabilityaddressesamuchbroadersetofissues nurturingthecycle oflifeingeneral.supportingthecycleofliferequirespreservingahealthybiosphereasmuchaspromoting universalhumanrights,economicjustice,andculturesofcreativity,diversity,andpeace. Understandingthechallengesofsustainabilitydemandscontributionsfromeveryfield.Itrequires collaborationandcross6fertilizationbetweenthenaturalandsocialsciences,anditdependsonthe perspectivesofthehumanities.protectingthevitalityanddiversityoftheearth secosystemsnecessarily involvesinputnotjustfromscienceandpoliticsbutalsofrombusinessandcivilsociety. Giventhegrowingchallengesofpopulationgrowth,economicdisparity,ecosystemdeterioration,and climatechange,expertsinsustainabilitystudiesarelikelytobecomethevitalleadersoftomorrow s societies.toputdukeonthetrackofbecomingacross6disciplinaryeducationalleaderinsustainability studies,weproposetoestablishatype2(experiential)undergraduatesustainabilityengagement CertificateProgram. SeveralprogramsandinitiativesthatdealwithaspectsofsustainabilityalreadyexistatDuke.Weare missing,however,aconcertedefforttocombineandexpandsucheffortsinordertoallowstudents,faculty, andthecommunityatlargetolearnfrompractitionersindifferentfields,realizeconnections,generate innovativecross6disciplinaryapproaches,andraisesustainabilitycompetenciesamongallstakeholders. Forexample,oneofthemostvisiblegrowingareasoffocuswithinthefieldofsustainabilityiscriticalfood studies,whichexemplifiesthecross6cuttingnatureofsustainabilitytopics.sustainabilityandfoodintersect insuchdiverseareasasfeedingtheworld spopulation;addressingfooddeserts;adaptingagricultureto climatechange;understandinghowagriculturalpractices,foodpreparation,anddietcansupportor diminishhumanandecosystemhealth;anddevelopingeconomicsystemsforaffordablefoodthatdonot exploitgrowersorfarmlaborers.indeed,eachofus,everyday,engageswithourfoodsupplyindirectand profoundways,andeveryfood6relatedtopicappearstotietoadimensionofsustainability.thus,critical foodconcernsarealogicalentrypointformanystudentswhowillfocusonsustainabilitybroadly.an upsurgeofnationalinterestinfoodissues,fromglobalhealthandeconomicstopsychologyand documentarystudies,hasgivenrisetothetriangleuniversityfoodstudiesgroup,duke sfoodworking Group,andtheDukeCampusFarm,astrongshowingofinterdisciplinaryandinter6institutionalinterestin food.asustainabilitycertificatewilluniquelysupportundergraduatesinconnectingfoodstudiesintheir educationalexperiencesthroughthesediversefields. Sustainabilitystudiesprovideauniqueopportunityforstudentstobecomecompetentleadersinaworld thathaslongmovedpastunlimitedresources,asafeclimate,stablepopulations,andcontinuedgrowth.itis 3

4 aworldofgravethreatsandunprecedentedopportunities.effectivelyrespondingtotheformer,and creativelyembracingthelatter,requiresleaderswellversedinthewide6rangingnatureofsustainability. TheSustainabilityEngagementCertificateProgramwillprovidethefoundationforthiscorecompetency. TheCertificatewillrequirefouracademiccourses(agatewayclass,twoelectives,andacapstone),two documentedco6curricularsustainabilityengagementexperiences(one300+hours,theother150+hours), andapublic6facingeportfolio.whenstudentsdeclaretheirparticipationintheprogram,theymustidentify theirelectivesandengagementexperiencesanddescribeacoherentsustainability6relatedthemeoftheir courseofstudy.together,thetwoelectivesandthetwoexperiencesmustgrapplewiththecombined environmental,economic,andsocialdimensionsofsustainability.studentsmustreceiveagradeofc6minus orgreaterinallclassesandan Acceptable ratingin3of4learningobjectivesintheireportfoliotoreceive thecertificate. Thirty6sevenfacultymembersin20departmentsorprogramshaveidentified49existingcoursesasinitial electivesavailableforthesustainabilitycertificateoverthenextthreeyears.thegatewaycourse,environ) 245:)Sustainability)Theory)&)Practice,hasbeentaughtthreetimespreviously.ThecapstoneSustainability) Engagement)Seminar)willbecreatedasanewcourse. ThecertificatewillbeadministeredbytheNicholasSchooloftheEnvironmentandinitiallyco6directedby CharlotteClark(AssistantProfessorofthePracticeofSustainability,NicholasSchooloftheEnvironment, FacultyDirectorofSustainability)andCharlesThompson(ProfessorofthePractice,CulturalAnthropology, corefacultyindocumentarystudies).thecertificatewillbeguidedbyacertificateadvisorycommittee withmembersrepresentingacademicexpertiseintheenvironmental,social,andeconomicdimensionsof sustainability,thetrillium SustainabilityAcrosstheCurriculum program,thelanguageartsandmedia Program(LAMP),thePrattSchool,andtheUniversitySustainabilityOffice.Eachparticipatingstudentwill beassigneda36personstudentoversightcommittee.facultyfromdisciplinesacrossdukehaveexpressed willingnesstoserveontheadvisorycommittee(26)and/oradvisestudents(29).departments representedinthesecommitmentsincludebiology,communityandfamilymedicine,cultural Anthropology,DocumentaryStudies,Economics,Law,NicholasSchool(3Divisions),Pratt,PublicPolicy, RomanceLanguages,Sociology,ThompsonWritingProgram,andWomen sstudies. TheCertificateAdvisoryCommitteewillannuallyassessthedesignandimplementationofthecertificate with(1)directmeasures,includingpre6andpost6testsurveysofstudentknowledgeinthegatewaycourse andevaluativeratingsofstudentperformanceinthecapstonecourseandontheireportfolios;(2)indirect measures,includingstudentcourseevaluationsandexitsurveys,facultyreflectionandreview,and feedbackfromcommunitysupervisors.thisassessmentwillinformadjustmentstothegateway,the capstone,interactionswithcommunityorganizations,andotherdimensionsoftheprogramtobettermeet theprogram sstatedgoals.afterthefirstthreeyears,andeveryfiveyearsthereafter,thecommitteewill conductadeeperreview,includingstudentdemandovertimeandfacultycommitmenttotheprogram;this informationwillinformadiscussionaboutwhethertocontinueordiscontinuethecertificateprogram. Sustainabilitystudiesprovideauniqueopportunityforstudentstobecomecompetentleadersinaworld thathaslongmovedpastunlimitedresources,asafeclimate,stablepopulations,andcontinuedgrowth. Effectivelyrespondingtothegravethreatsandunprecedentedopportunitiesofthistimerequiresleaders wellversedinthewide6rangingnatureofsustainability.thesustainabilityengagementcertificate Programwillprovidethefoundationforthiscorecompetency. 4

5 I.DESCRIPTION&RATIONALE Today,theoriginalBrundtlandCommissiondefinitionofsustainabilityas developmentthatmeetsthe needsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds is generallyunderstoodtoencompassfarmorethanjustthenaturalenvironment. 1 Ataminimum,scholars nowconsidera triplebottomline, whichincludes,inequalpart,environmental,social,andeconomic considerations.futureprospectsforhumanityareinherentlyinterrelated,andrequireahealthyand resourcefulecosystem,asmuchasathrivingcivilsociety,politicaland socialempowerment,andeconomicopportunities.exactdefinitionsof sustainabilityarethusinherentlycontested,willchangeovertime,and differbycontext. Thegrowingfieldofsustainabilitystudiesquestionsthatcrossand expanddisciplinaryboundaries.asafieldthatrequiresintegrated systemsanalysis revealinghowactionsinoneofthesecomponents maysupportordetractfromsustainableoutcomeselsewhereinthe system sustainabilitystudiesdrawfromvirtuallyeveryfieldofstudy. Understandingandconceptualizingbreakthroughsinsustainabilitystudiesderivesfromsuccessfully integratingitsmultiplecomponents.exploringindividualcomponentsdivorcedfromtheirfunctionina largersystemisinsufficient,asittruncatescriticalrelationshipsbetweenpartsoftheintegratedsystem. TheSustainabilityEngagementExperientialType2Certificateisthuscentrallydesignedtofacilitate learningandresearchamongstudentsthatconfrontstheinterconnectionsbetweenenvironmental, economic,andsocialaspectsofsustainability.acorefocusofthecertificateistohelpstudentslearnto applyinterdisciplinarysystemsthinkinginservicetosocietyprofessionallyandinciviclifeafterthey graduate.inthiscontext,systemsthinkingmeansthatstudentsconsidernotonlyconstituentpartsof variousenvironmentalandhumansystemsbutalsohowthesesystemsworkovertime,space,andscale. Weunderstandthatgeneralconceptionsoftheword sustainability oftenprivilegetheenvironmental componenttotheword.becauseofourstrongconvictionthatstudentsinthecertificateunderstandthe importanceofallthreeaspects,weendeavortoachieveastronginterdisciplinarynaturetothecertificate, bothintheoperationofthecertificateandineachstudent sprogram.wehaveexplicitlyreachedoutto facultyfromeverycornerofcampustoparticipatewiththecertificatethroughteaching,advising,and experientialengagement.ourcertificateadvisorycommittee,taskedwithoversightofcertificate operationandevaluation,willalwayshaveatleastonememberwithprimaryexpertiseandacademic interestineachofthethreeareasofsustainability economics,environment,andsociety.atleastone otherrepresentativewillhavecompletedourtrilliumfacultytraining,anannualworkshopwherefaculty andstaffmentorcolleaguesininfusingsyllabiwithconceptsofsustainability.inaddition,wearepleasedto haveintegralparticipationfromsustainableduke.thedirectorofsustainabledukewillbeonthe AdvisoryCommittee,andwilltakealeadinhelpingtoidentify,define,promote,andevaluate,experiences thatstudentsmightengageforthecertificate.wewillalwayslookfornewandemergingprogramsacross campusthatcouldprovidefertilegroundforhumanitiesinclusion,suchasthecultureandlanguage AcrosstheCurriculumprogram(CLAC),andthenewemerginginitiativeintheEnvironmental 1 WorldCommissiononEnvironmentandDevelopment(1987).Our)Common)Future.Oxford:OxfordUniversityPress. p.27.isbn x. 5

6 Humanities 2.. SpecificlearningobjectivesoftheSustainabilityEngagementCertificateincludethefollowing: 1. Analyzethestructure,components,andprocessesofnatural,economic,andsocialsystemsandthe interconnectionsbetweenandinterdependencyofthesesystems. 2. Evaluatecomplextrade6offsbetweendifferentdimensionsofsustainabilityandtheirimpactonthe sustainabilityofthesystem. 3. Engageeffectivelywithstakeholdersaboutsustainabilitychallengesusingbestpractices,including collaboration,cooperation,andreciprocity. 4. Createandimplementstrategiestoenhancethesustainabilityofsuchsystems. Inthegatewayandcapstonecourses,studentswillgrapplewithconnectionsbetweenallthreeprimary dimensionsofsustainability.eachstudentwillchooseafocalthemethatconnectsthesethreedimensions fortheirelectivesandexperiences.sustainabilityinvolvesactivelylivingincollaborationwithour surroundingcommunitiesandthenaturalworld.criticallearningaboutsustainabilitythusmustoccurout oftheclassroom.theexperientialcomponentsofthetype2certificatewillsupportstudentsasthey developskillsforcollaboratingwithstakeholders,assessingthecomplexitiesofsustainabilityinreal6world systems,anddevelopingandimplementingeffectivesolutionstosustainability6relatedchallenges. Ouraimisthatstudentswillmeaningfullyengagewithcomplexquestionssurroundingsustainability throughouttheirtimeinthiscertificateprogram.thesequestionsinclude: Whatdoessustainabilitylooklikeinagivenscenario? Howdoweunderstandandassessthecomplicatedtrade6offsbetweendimensionsofsustainability toprioritizethesepotentialimpacts? Whatarechallengesandpathwaystotruestakeholderengagement? Howdoweeffectivelydesignandimplementstrategiestoimprovethesustainabilityofan overarchingsystem? Rationale) Dukeanditsstudentswillbenefitfromanundergraduateprogramthatemphasizesanddocuments deliberateefforttowardunderstandingandcontributingtosustainabilityanalysisanddecision6making, andwedonotcurrentlyhavesuchaprogram.suchacertificateprogramwillhelptheuniversityachieve itsstatedgoalofexpandingsustainabilityeducationanditsmissiontodevelopstudentsasleadersintheir communitiescommittedtohighethicalstandards.thiscertificatewillalsoprovidestudentsastructured formatwithinwhichtolearnaboutandbecomeleadersinsustainabilityandamoresystematic opportunitytodocumenttheirexistingeffortstodoso. 2TheemerginginitiativeintheEnvironmentalHumanitiesatDukeUniversityenthusiasticallysupportsan undergraduatecertificateinsustainabilityengagement,andlooksforwardtoparticipatingwithstudents whosethematicemphasisalignswiththisinterdisciplinarycontent.welookforwardtolistingtheclasses wedevelopforcertificatestudents,andtohelpingcertificatedirectorsfindfacultytositonadvisory Committeesforstudentsasappropriate.(personalcommunication,PriscillaWald, ) 6

7 BythesignatureofPresidentBrodheadontheAmericanCollegeandUniversityPresidentsClimate Commitment,andthroughourClimateActionPlanapprovedbytheBoardofTrustees,DukeUniversityhas madeclearitscommitmenttosustainability,highlightingitsdecisiontotakeactionsthatwillmake climateneutralityandsustainabilityapartoftheeducationandothercurricularexperienceofall students. TheCampusSustainabilityCommitteehasanEducationSubcommitteewithaprimarygoalto makeprogresstowardsthiscommitment.thecommitteeannuallysupportsfacultytrainingandcourse developmenttoincorporatesustainabilityincoursesthroughoutduke scampus,showcasingthemulti6 disciplinarynatureofthefieldofsustainability. 3 However,noundergraduateprogramcurrentlyintegrates alldimensionsofsustainability.anexperientialcertificateinsustainabilityatdukeuniversitywould becomeonekeywayforduketosupportstudentsinengagingwiththestudyandpracticeofsustainability. TrinityCollegeofArts&SciencesandtheUniversityhavemissionstodevelopstudents committedtohigh ethicalstandardsandfullparticipationasleadersintheircommunities who contributeindiversewaysto thelocalcommunity,thestate,thenation,andtheworld andtodevelopinstudents adeepappreciation fortherangeofhumandifferenceandpotential[and]asenseoftheobligationsandrewardsofcitizenship. Inthecertificate,applyingasystemsapproachtocomplexsustainability6relatedchallengesandbetter understandingthemultifacetedimplicationsofcriticalchoiceswillhelpstudentsmakefullyethical decisionsasleadersintheircommunitiesandspecificallycontributetoresolvingsomeofthemost importantchallengesourworldfaces. Employersalsodesireandwillbenefitfromtheexperientialcertificatemodelandasustainability engagementcertificatespecifically.intheamericanassociationofcolleges&universities2013annual employersurvey,nearly80%ofsurveyedemployersbelievedthat complet[ing]aninternshipor community6basedfieldprojecttoconnectclassroomlearningwithreal6worldexperiences wouldhelp preparestudentstosucceed. 4 Alittlemorethan80%saidthatanePortfoliowouldbeveryorfairlyhelpful inevaluatingtheskillsandknowledgethatstudentswouldbringtotheirorganization.morethan75%of surveyedemployersindicatedthattheywouldlikecollegestodomoretohelpstudentsdevelopcritical thinkingskillsandcomplexproblem6solvingskills skillsthatareintegraltosystemsthinkingand addressingcomplexsustainabilitychallenges.nearly65%ofemployersdesiredstudentstobebetterable to connectchoicesandactionstoethicaldecisions. Asizeablepercentage(42%)believedspecificallythat expectingstudentstoexplorechallengesfacingsociety,suchasenvironmentalsustainability,religious tolerance,orhumanrights wouldhelpstudentssucceed.giventhestrongconnectionbetweenthefieldof sustainabilityandotherdesiredskillssuchascomplexproblem6solvingandethicaldecision6making,we seethisdataasstrongsupportforthemarketabilityofasustainabilityengagementcertificate. Student)demand) StudentsatDukearedemonstratingtheirdemandforopportunitiestoengagewithissuesofsustainability byparticipatinginacademicandco6curricularexperiences. Academic) Thegatewaycourse,ENV245: Sustainability:Theory&Practice, hasfilledtocapacityinthethree timesithasbeenofferedoverthelastthreeacademicyears,with65students(62duke 3DukeUniversityTrilliumProject: 4HartResearchAssociatesfortheAssociationofAmericanColleges&Universities.(2013). Ittakesmorethana major:employerprioritiesforcollegelearningandstudentsuccess. 7

8 undergraduate;2nsoemastersstudents;1uncundergraduate).ofthedukestudents,13werein majorsmanagedbythenicholasschool,19hadothermajors,and30wereundeclared;non6nsoe majorshaveincludednaturalandsocialsciencesandthehumanities:biology,computerscience, CulturalAnthropology,Economics,Engineering,English,InternationalComparativeStudies, Mathematics,Physics,PoliticalScience,ProgramII,PublicPolicy,andSociology. Facultywhoteachthisandothersustainability6relatedcoursesreportconversationswithstudents whocameintothesecoursesafterengagementexperiences,suchasdukeengageortheduke CampusFarm,andwhoseektointegratetheirsustainability6relatedexperiencesandinterestsinto acohesivelineofstudynotcurrentlybeingmet. TheUniversity6widecourse,CriticalFoodStudies(CULANTH290.03),offeredforthesecondtime thisfall,againfilledrapidlytoitscapacityof120students,resultinginalongwaitlist. Between2008and2014,sixstudentsdevelopedProgramIIcoursesofstudythatrelatedcloselyto sustainability. 5 BecauseapprovalofaProgramIIcourseofstudycanbequiterigorousanddifficult intrinity,thesesixshowasizablecommitmenttothesetopics. CoNcurricular) Studentsareactivelyengagedinmorethan24studentandcampusgroupsdedicatedto sustainabilityeffortsonandaroundduke scampus,suchasfoodforthought,environmental Alliance,DukeStudentsforSustainableLiving,CampusSustainabilityFellows,andothers. 6 About 30DormEco6RepsworkwithSustainableDukeeachyear.Annually, studentshave voluntarilyparticipatedinthegreendevilsmackdown(2012to2014). TheDukeCampusFarmembodiesallthreeaspectsofsustainabilitythroughafood/agriculturelens andwasdevelopedfromastudentclassproject.betweenseptember2013andseptember2014, over700undergraduatevolunteersparticipatedincommunityworkdays;allvolunteerscombined includingfaculty,staff,andcommunitymembers offeredthefarmmorethan1450volunteer hours.inthesameperiod,thefarmworkedwithmorethan12studentclassprojectsandtwo seniortheses.inthe schoolyear,sixacademicclassesvisitedthefarm,frombiologyto culturalanthropologytospanish,andthefarmhostedprojectbuild(56undergraduates),an AlternativeSpringBreak(10undergraduates),andafirst6yearFacultyOuting(23undergraduates). Farmactivitiesconsistentlyreceivemoreapplicantsthancapacity,includingaround30 applicationsforthreestudentjobopportunitiesand18applicationsforoneinternposition. In2014,435DukestudentsparticipatedinDukeEngageprograms.NearlyallDukeEngage programsexamineandaddressatleastonedimensionofsustainability;ahighnumberengagewith multipledimensionsofsustainability.tonameafew,currentandpastprogramsincludethosein Thailand,Ecuador,Portland(OR),Peru,andcoastalLouisiana. Studentsalsoconsistentlyseekemploymentopportunitiesaftergraduationinthenon6profitsectorand consultingsectorsspecificallyrelatedtosustainability.studentparticipationintheseactivitiesshowsan 5Sustainability6relatedProgramIIdegrees: JessicaEvans6Wall,2008,International)Conservation)and)Sustainable)Development. SkylerStein,2009,Energy)and)Ecological)Economics. MeganMorikawa,2012,Conservation)Biology)and)Genetics:)Applied)Environmental)Sciences.) HannahAnderson6Baranger,2014,Sustainable)Art)and)Design:)Ethical)Creation)in)a)Globalized)World. MelissaBenn,2014,Food)Studies)and)Environmental)Policy.) RolvixPatterson,2014,Global)Health:)Disease)and)Medicine)in)ResourceNPoor)Settings. 6http://sustainability.duke.edu/campus_groups/ 8

9 activeandwideinterestofcurrentstudentsinsustainability.webelievethatacertificateinsustainability Engagementwillmeettheinterestsofthesestudentsandsupportthemfurtherintheirendeavors. Further,thePrincetonReview s2014 Hopes&Worries surveyofenteringcollegestudentsfoundthat 61%ofsurveyedstudentsidentifiedacolleges greenfeatures,includingacademicpreparationin sustainability6relatedfields,informationthatwouldhelpthemdecidewheretopursuetheircollege studies. 7 Duke speerinstitutionsarealsorespondingtothisstudentdemandwithsustainability6focused degreeprogramsorcertificatesforundergraduate(princeton 8 andcolumbia 9 )andgraduatestudents (Stanford 10 andmit 11 ).BycreatingaSustainabilityEngagementCertificateProgram,Dukewillhelplead thewayforsuchprogramsamongtop6tieruniversities. Relationship)to)and)impact)on)existing)programs)at)Duke) Dukecurrentlyoffersundergraduateprogramsrelatedtoeachofthethreedimensionsofsustainability, buttheseprogramsdonotrequirestudentstointegrateacrossallthreedimensions.thesustainability EngagementCertificatewillprovideanewandcohesiveforumwithinwhichstudentscanintentionally integrateacrossdisciplines.programsthatrelatetobutdonotintegrateacrosssustainabilitymakethe strongestcaseforthecertificate:studentsmajoringorminoringinoneortwodimensionswillbenefit greatlyfromthoughtfullyorganizingdiversecoursesatthecompleteintersectionofthethreecomponents intoacoherentprogramonsustainability. Thefollowingprogramsaresubstantiallyrelatedtooneormoreofthecoredimensionsofsustainability: Environment) MajorsinEnvironmentalScience,EnvironmentalScience&Policy,Earth&OceanSciences (NicholasSchool),Biology(TrinityCollege),Civil&EnvironmentalEngineering,Mechanical Engineering&MaterialsScience(PrattSchool) MinorinEnergyEngineering(PrattSchool) CertificatesinEnergy&Environment,MarineSciences&Conservation(NicholasSchool) Economics) MajorinEconomics(TrinityCollege) CertificateinMarkets&Management(TrinityCollege) Society) MajorsinAfrican&AfricanAmericanStudies,CulturalAnthropology,GlobalHealth(co6 major),sociology,women sstudies(trinitycollege),publicpolicy(sanfordschool) CertificatesinChildPolicyResearch(SanfordSchool),LatinAmerican&CaribbeanStudies (TrinityCollege) 7PrincetonReview.(2014). CollegeHopesandWorriesResults. worries.aspx 8Princeton.PrograminSustainableEnergy. sustainable6en 9Columbia.UndergraduatePrograminSustainableDevelopment. 10Stanford.SustainableDesign&ConstructionDegreePrograms. 11MIT.SustainabilityCertificateintheSloanSchoolofManagement. 9

10 Manyothermajorsandprograms,includingHistory,PoliticalScience,English,Religion,VisualArts, Theater,andDocumentaryStudies,donotexplicitlyrequirestudentstostudydimensionsofsustainability aspartoftheircurriculum;however,studentscanengagewithsustainabilitythroughthelensofthese departmentsandprograms.wedonotanticipatethatanyexistingprogramswillbesignificantlynegatively impactedwiththecreationofthesustainabilityengagementcertificate,andnoprogramswillbedropped ifthesustainabilityengagementcertificateisapproved. Pre6majoradvisorswouldbeencouragedtodistinguishthisCertificatefromotherDukeprogramsby describing(a)theuniqueexperientialcomponentoftypeiicertificates,(b)thebroadappealand relevanceofthiscertificateforstudentsfromanymajororminor,and,(c)theabilityofthestudentto demonstrateexpertiseinnewandemergingcareerfields(suchassustainabilitymanager,orcarbonoffsets verifier)wheredukedoesnotcurrentlyhaveotherprogramsavailableattheundergraduatelevel. WedonotanticipatethatthisCertificatewillaffectenrollmentnumbersintheEnvironmentandEarthand OceanSciencesmajors.Onthecontrary,webelievethatthisCertificateprogrammayencourageabroader rangeofstudentsfromdiversemajorstomeaningfullyengagewithandcollaborateonquestionsabout sustainabilityastheyrelatetoaspectrumoffieldsofstudy.further,nsoemajorsandminorsmightadd thecertificatetotheirprogramofstudyatduketoobtainbreadthinnon6scienceaspectsofsustainability. TheopportunitythisCertificateprogrampresentstoformallyengageawidespectrumofstudentsin sustainabilitydiscussionswillenrichdiscussionsonsustainabilityalreadyhappeningacrosscampus. InadditiontohardworkbytheCertificatePlanningCommittee,othergroupswithintheNicholasSchool andacrosscampushaveprovidedinputandapprovaltothesustainabilitycertificate.infall2014,five bodiesinthenicholasschooloftheenvironmentapprovedthecertificate:facultycouncil(strategic questions),educationcommittee(curricularquestions),andallthreeacademicdivisions(earthandocean Sciences(EOS);EnvironmentalSciencesandPolicy(ESP),andMarineSciencesandConservation(MSC)). Onmultipleoccasionsinthe academicyearandinFall2014,thedraftcertificatewaspresentedto, andrevisedbasedoninputfrom,theeducationsubcommitteeofthecampussustainabilitycommittee. DuringFall2014,itwaspresentedtotwocampus6widebodies:theCampusSustainabilityCommitteeand thefoodresearchworkinggroup.inputhasbeenobtainedfromthearchitectsoftheapprovedinnovation andentrepreneurshiptype2certificateandtheproposedcivicengagementtype2certificate. II.DETAILEDDESCRIPTION:REQUIREMENTSANDCURRICULUM Specific)Requirements) AsrequiredbytheDukeType2certificateguidelines,completingtheSustainabilityEngagementCertificate willrequire: 1. Fouracademiccoursecredits 2. Twothematicallyrelatedco6curricularexperiences 3. Apublic6facingePortfolio Thesecomponentsaredescribedindetailbelow.Studentsmustdeclaretheirintenttopursuethe Certificatenolaterthanthedatedesignatedforreportingmid6termgradesinthefallofthejunioryear.The declarationshouldincludethesecomponents: Thelogicandrationalefortheproposedcourseofstudy.Studentsmustidentifyathematicfocus 10

11 withinsustainabilityandexplainhowthisthemeintegratesthethreeessentialelementsof sustainability environment,economy,andsociety.thisthemewillthreadthroughtheirelective courses,co6curricularexperiences,andeportfolio. ThefourcoursesandtwothematicallyrelatedSustainabilityEngagementexperiences. Establishmentofthepublic6facingePortfolio. Anysuggestednamesfortheprimaryadvisorwhohasrelevantexpertiseintheirstatedthematic direction(the thematicadvisor ). ACertificateAdvisoryCommitteewillvetstudentdeclarationproposalsforadmissionintotheprogram andrecruitathree6personstudentoversightcommitteeforeachsuccessfulapplicant.forthefirstyearor two,theco6chairsoftheadvisorycommitteewillleadthistasktoensureconsistencyandtoidentifyissues ornecessarylogisticalpathways.thethematicadvisorwillensurethat(1)eachstudent scurricularplan (andthetiming/sequencingofthatplan)meetsthestandardsofthesustainabilityengagementcertificate programandtherequirementsoftrinitycollegeortheprattschool,asapplicable,and(2)thestudenthas providedaneducationalandintellectualrationalefortheirelectivecoursesandco6curricularexperiences. Sequencing)requirements Requirement Sequencing Declaration Nolaterthanthedatedesignatedforreportingmid6termgradesinthefallofthe junioryear.inyearone,onlyfirstandsecondyearundergraduateswillbe permittedtoapplyforthecertificate. Gateway Nolaterthanthefirstsemesterofferedafterthefirstco6curricularexperience. Completedbeforethecapstoneistaken. ElectivesA&B Maynotprecedethegatewaycourse. Completedbeforethecapstoneistaken. ExperiencesA&B Gateway:Oneexperiencemayprecedethegateway. Capstone:Oneexperiencemustbecompletedbeforethecapstoneistaken.The secondexperiencemaybecompletedconcurrentlywiththecapstone. Capstone Afteratleastoneco6curricularexperienceandallothercoursesarecompleted. Oneexperiencemaybecompletedconcurrentlywiththecapstone. AllothersequencingwillcomplywiththepublishedguidelinesforType2Certificates. ExamplestudentpathwaysareprovidedinAppendixA.Studentsareencouraged,butnotrequired,toseek outco6curricularexperiencesthatenhancethesustainabilityofduke scampus. 1.)Four)academic)course)credits.)Thefouracademiccourseswillincludethegatewaycourse,twoelective courses(electivesaandb),andthecapstonecourse.studentsmustreceiveagradeofc6minusorbetterin allcoursesinordertoreceivethecertificate.nomorethanoneofthesecoursesmayalsocounttowardsa major,minor,orothercertificate. Gatewaycourse.)ThegatewaycourseENVIRON)245:)Sustainability:)Theory)and)Practicewillbeofferedeach academicyearthroughthenicholasschool.inthiscourse,studentsstudythebreadthofsustainability issuesincludingeconomic,social,andenvironmentalfactorsandthelocaltoglobalreachofsustainability challengeswhileusingthedukecampusasaprimarycasestudy.studentsworkinprojectteamswith Universityclientstoresearchavenuestoimprovethesustainablepracticesofthecampusexperience and/ordurham scommunity.studentsmaytakethegatewaynolaterthanthefirstsemesteritisoffered followingthestudent sfirstthematicallyrelatedco6curricularexperience. 11

12 Thegatewayservesasanintroductiontothekeyterms,concepts,anddebatesintheSustainability EngagementfieldandassistsstudentsinexploringthefirstthreelearningobjectivesoftheCertificate.It explorestheethicsofandgoodpracticesforcommunityengagement,includingprinciplesofcollaboration, cooperation,andreciprocity.thegatewayalsorequiresstudentstocreatealearningproductthat demonstratesanemergingunderstandingofrelevantkeyconceptsdevelopedinthecourse.thelearning productcompletedduringthegatewaycoursewillbecomepartofthestudent spublic6facingeportfolio. Thecoursewasdevelopedinanticipationofthisproposal,andalreadywehaveofferedittocapacity attendance(20625students)threetimes(springandfall2013,fall2014)byclarkandtaveycapps (DirectorofSustainableDuke)withbothservice6learningandresearchdesignations.Eighteenstudentsare currentlyenrolledinthecourseinfall2015.studentshaveresearcheddiversetopics,suchashowto integratesustainabilityintothedukeresidentialhousemodel,howtobettertrackemissionsfromcampus airtravelwhileencouragingfacultyandstafftoconsidertechnologicalalternatives,orhowtointegratethe newstormwaterpondintocampuslife.appendixbcontainsalistofthe15projectstodateoverthreepast semestersofthecourseandprojectsfromenviron)217:)food)and)energy,aprecursortoenviron245. ShoulddemandfortheCertificatetaxthecurrentcourseenrollmentmaximum,ClarkandCappswill redesignthecoursetoaccommodatestudentinterest.electivesaandb.)thesecondandthirdcoursesin thesustainabilityengagementcertificatewillbetwoelectivesthatstudentsthoughtfullyandintentionally proposeintheirdeclaration,andwhenadmittedtothecertificateprogram,reviewandconfirmwith guidancefromtheirthematicadvisoronthestudentoversightcommittee.theseelectivesmaynotbe takenpriortothegatewaycoursebutmaybetakenconcurrently.theymustbecompletedpriortothe capstone.thetwoelectivesmust,combined,engagewitheconomic,environmental,andsocialjustice dimensionsofsustainability.inpracticalterms,anindividualclassorexperiencemightnotemphasizeall threedimensions,butmustfocusontwoofthem.acourseorexperiencecould,forexample,focuson economicandsocialdimensionsofsustainabilityandnotemphasizetheenvironmentalaspect.insucha case,thestudent ssecondcourseorexperiencewouldhavetoincludetheenvironmentaldimension.we addthenotethat,becausehumanlife,economy,andtheenvironmentaresoinextricablyintertwined, excludingoneofthethreeisactuallyquitedifficult. SustainabilityEngagementCertificateparticipantswillbegivenaselectedlistofpotentialelectiveclasses thatareregularlyofferedtoundergraduatestudents.(seesectionivbelow.)coursesnotonthepre6 approvedlistmaybeapprovedbythestudent sthematicadvisor. Tobeanelective,individualcoursesmust: Deeplyengagewithatleasttwoofthethreekeydimensionsofsustainability. Providethestudentwithanopportunitytodeepenhisorherunderstandingoftheknowledge, conceptualunderpinnings,and/orcriticalthinkingskillsrelatedtotheintellectualthemesthatthe studenthasidentifiedinhisorherwrittendeclaration. Connectinmeaningfulwaystothestudent schosenexperientiallearningendeavors.theelectives willpreparestudentsforand/orbuildonexperientiallearningactivities.whenchoosingelectives, eachstudentmusteffectivelypresentacaseforhowthechosenelectivesrepresentanintentional couplingoftheexperientialandtheanalytic. Beafull6creditcourse. Anindependentstudymaycountasanelective.Arequestforsuchdesignationwouldneedtobeapproved bythethematicadvisor,clearlyshowalignmentwiththethematicemphasis,andbeunavailabletothe 12

13 studentfromanexistingclass. Capstonecourse.ThefourthandfinalcourseintheSustainabilityEngagementCertificatewillbeacapstone seminardesignedforstudentscompletingthecertificateprogramtodeveloptheirindividualpublic6facing eportfolios,toreflectontheiractivitiesinthecertificate,andtodevelopaculminatinggroupprojectto integratetheiracademicandexperientialactivities.thecapstonewillbeofferedeachspringsemesterand maynotbetakenuntilthegatewaycourse,twoelectivecourses,andatleastoneexperiencearecompleted. Oneco6curricularexperiencemaybecompletedconcurrentlywiththecapstone. Theprimarygoalofthecapstonecourseisforstudentstosynthesizeandintegratetheideas,concepts,and themesfromtheiracademiccourseworkandexperientialactivitieswitheachdimensionofsustainability, enhancingtheirsystemsanalysisoftheirchosentheme.studentswillpresent,reflecton,andcritiquetheir eportfoliosinathesisseminarstyle:theywillsupporteachotherastheyplacetheirearlierworkina broadercontext,reflectontheirownandtheirpeers work,andexplorehowtheircoursesandexperiences intersectwitheachdimensionofsustainability.thecapstonewillalsorequireaculminatingpublic6facing projectinwhichstudentsintegratetheirdiverseexperientialactivitiesandacademiccoursework.these learningproductsmaytaketheformofapublicexhibit,aperformance,ascholarlypresentation,a documentarywork,publicperformanceart,workshopsforthedukeanddurhamcommunities,oranother formofpublicrepresentation.thecertificateadvisorycommitteewillencourageandmaychooseto requiregroupprojects.thefinalproductwillbeapartofeachstudent seportfolio. BoththeePortfolioandtheculminatingprojectwillrequirestudentstocommunicatecompellinglyusing diverseskills.weareexcitedtoinvolveduke semergentlanguageartsandmediaprogram(lamp)to helpstudentsinthecapstonelearntocommunicateinmanymediaplatforms.jenniferahern6dodson,the ThompsonWritingProgramDirectorofLAMP,willcollaboratewithustodesignthisconnectionandalign itwiththecertificate.currently,lampdomainsrelatebeautifullytoourcertificategoals: 1. Researchascriticalevaluationacrossmedia:Includesteachingstudentstomakeinformed decisionsaboutdifferenttypesofsourcesandcriticalconsumptionofmedia,rangingfromprint, video,audio,images,andsocialmedia 2. Publicpresentation:Includesteachingoralcommunicationskillsandsharingresearchthrough suchformatsaspaneldiscussions,posterpresentations,ignitetalks,ormultimediavideotospur newthinkingonatopic,engageawidevarietyoflearningstyles,andenhancestudentengagement withresearch. 3. Publicscholarship:Includesengagingstudentsinthoughtfuldialogueabouttheirresponsibilityto participateactivelyaswriters,thinkers,andleaders,suchastranslatingresearchforbroader audiences,creatingknowledgewithpublicsbeyondtheclassroom,orcontributingtopublic dialogue. Tofostercriticalreflectionandintegration,thecapstonecoursewillincludecommonreadingsselectedto helpstudentsrevisitcriticalprinciplesofsustainabilityengagementfromthegatewaycourseand synthesizethesharedconcepts,questions,andthemestheyconfrontedintheiracademicandexperiential activities,includingtherelationshipofcitizenstogovernmentalandnon6governmentalinstitutionsofcivic lifeinademocracy.tofurtherstimulatethelevelofintegrationandengagementweexpecttoemergein thiscapstonelearningenvironment,thecoursewillbeco6taughtbythedirectorsorothermembersofthe Certificate sadvisorycommittee.theseinstructorswillbeselectedtorepresentinterdisciplinaryresearch andworkatoneorseveralintersectionsbetweenthethreepillarsofsustainability.thus,theseinstructors 13

14 mayincludefacultyfocusedonmanyotherdisciplines,suchasthehumanities,environmentalengineering, globalhealth,andotherinterdisciplinarybackgrounds.throughoutthecourse,individualstudentswill workwiththeirownthematicadvisorontheircapstoneprojectandtheirpersonaleportfolio. 2.)Two)thematically)related)coNcurricular)experiences.)CompletionoftheSustainabilityEngagement Certificatewillrequiretwodifferentexperiential6learningactivitiesthatarethematicallyrelatedtothe pathwaythatthestudenthaslaidoutinhisorherdeclarationandthat,combined,engagewithallthree dimensionsofsustainability.theseexperiencesmusthaveasustainabilityengagementfocus:each experiencemustintegrateatleasttwoofthreeprimarydimensionsofsustainability,andtheexperiences mustbeundertakeninresponsetoneedsidentifiedbycommunitypartnersandembodyprinciplesof collaboration,cooperation,andreciprocity.weencourage,butdonotrequire,thatsomeofthesehoursbe connectedtothedukecampus,thedurhamlocalcommunity,ortheirownlocalcommunities.thetwosets ofexperienceswillbedescribedinthedeclarationplansubmittedbystudentsandmustbeapprovedby thethematicadvisor.asmallgroupofstudentscouldpotentiallydesignagrouporteamexperience.the experiencesneednotbevolunteer(apaidinternshipcouldcount),but,withoneexception,theymaynotbe partofanacademiccourse,includingindependentstudies.theexceptionisthathoursspentinservice duringadesignatedservice6learningcoursemaycounttowardsacertificateexperience,ifconsistentwith thethematicemphasisandapprovedbythethematicadvisor. Thestudents thematicadvisorwillsupportthemastheyidentifyandattainexperiencesthatappropriately respondtothestudents interests.sustainabledukewillconnectinterestedstudentswithexperienceson thedukecampus.theexistingdukeengageprogramsincludemanyimmersivesustainability6related experiencesinternationallyanddomestically.theadvisorycommitteewillleveragetheirnetworksand resourcestoactivelysupportstudentspursuingopportunitiesinawiderangeoftopicsinsustainability.a listofallpastapprovedexperienceswillbeavailabletoassiststudents.duke ssustainabilityofficehas committedtoplayingaroleinidentifying,developing,andlistingpossibleexperiencesforstudents. WhatcountsasavalidsetofexperiencesforExperienceSetAandforExperienceSetB,aswellastheorder inwhichtheexperiencesarecompleted,willbevettedanddeterminedbythethematicadvisor.(model studentpathwaysinappendixb.)inallcases,hourscompletedmustbeverifiedbyacommunitypartner organizationordesignatedcontactperson(exampleverificationdocument,appendixd). ExperienceSetA:Oneoftheexperienceswillmeetthefollowingcriteria: Exceed300hours; Deeplyengagewithatleasttwoofthethreekeydimensionsofsustainability. Demonstraterelevancetotheunderlyingthemesofthestudent sparticularprogram;and BeverifiedbyaDukeorcommunitypartnerorganization. Studentsareencouragedtocompletethe300+hoursforExperienceSetAinonecontinuousimmersive experience.experiencesetamayincludeactivitiessuchasdukeengage,internships(e.g.,aresearch internshipwithalocalgovernmentsustainabilityoffice),fellowships,apprenticeships,andothersimilar extensiveexperiences. ExperienceSetB:Thesecondexperience,orsetofexperiences,willmeetthefollowingcriteria: Exceed150hours. Deeplyengagewithatleasttwoofthethreekeydimensionsofsustainability. Demonstraterelevancetotheunderlyingthemesofthestudent sparticularprogram;and 14

15 BeverifiedbyaDukeorcommunitypartnerorganization. ExperienceSetBcanincludetheactivitiessimilartothoselistedaboveunderSetAifdeemedappropriate bythethematicadvisor.forexample,astudentcouldcompletedukeengagethesophomoresummer(300+ hours)andthencompleteavolunteerinternshipinthejuniorsummer(150+hours).forexperiencesetb, however,studentmayalternativelychoosetoengageinseveraldistinctbutrelatedcommunity engagementactivitiesthat,whenaddedtogether,exceed150hours.ifthestudentcombinesmultiple activitiesforthisexperience,theymustcompileverificationformsfromtheirsupervisorsineachactivity. StudentsmustincludeintheirePortfoliosatleastonesubstantiveproductfromeachexperience.Such productscouldbeareflectiveessay,avideo,aseriesofblogposts,etc.,thatmeaningfullyengagewith criticalprinciplesofsustainabilityengagementandconnecttheirexperiencewithatleasttwoofthe economic,environmental,andsocialdimensionsofsustainability.weencouragestudentstodrawon resourcesthroughlampandforeligiblestudentstoenrollinwriting270,composing)the)internship) Experience:)Digital)Rhetoric)and)Social)Media)Discourse, 12 anonlinecoursethatsupportsstudentsin documenting,narrating,andreflectingontheirsummerimmersions. 3.)A)publicNfacing)ePortfolio.)Uponapprovalofastudent'sdeclarationproposal,thestudentwillinitiatean eportfolioasameanstorepresenttheintellectual,personal,social,andcivicdevelopmenttheyexperience throughouttheirparticipationinthesustainabilityengagementcertificateprogram.studentswillbe directedtothetrainingworkshopsonthesoftwarethatwillbeprovidedbyduke scenterforinstructional Technology.OneobjectiveoftheePortfolioistoencouragestudentstotakeownershipovertheirown educationandtoengageintheprocessofself6authorship. EachePortfoliowillinclude,ataminimum,thefollowingcomponents: Thestudent soriginalessaydeclaringtheirintenttoandpathwayforcompletingthecertificate. Productsfromtheirgatewaycourseproject. Atleastoneproductfromeachelectiveandeachexperience Productsfromtheircapstonecourseproject. Anoverarchingreflectiveessaythatintegratescoursematerialsandfieldexperiences. TheSustainabilityEngagementCertificateePortfoliowillrequirestudentstoselectandfeature representationsoftheirworkthatbestcapturetheirdevelopment.aprimarygoaloftheeportfolioisto serveasamechanismfordeepeningthelearningprocessbyencouragingstudentstodocumentand representthecoherence,intentionality,andintegrationoftheirexperienceswithinthesustainability EngagementCertificateProgram.AsecondarygoaloftheePortfolioistoprovidethestudentwithahigh qualityproducttoprovidetopotentialemployersorgraduateschooladmissionscommitteesduringtheir senioryear.inthecapstoneseminar,studentswillrefinetheeportfolio,criticallyreflectingonitscontents aswellasitsformanddetermininghowbesttomaketheeportfoliobepublic6facing. TheePortfoliowillbeevaluatedattwopointsduringastudents CertificateProcess.First,atapre6defined midpoint,thestudentwillconvenetheentirethree6personstudentoversightcommitteetoreviewpast progress,pinchpoints,andfutureplans.second,attheconclusionofthecapstoneclass,thestudentwill opentheeportfolioforgradingbytheoversightcommitteeandwillconveneafinalmeetingfordiscussion ofitsmeritsand/orshortcomings.forstudentstoreceivethecertificate,theireportfoliomustmeetan 12WRITING270wouldnotcountasoneofthe4electivecoursesrequiredtoobtaintheCertificate. 15

16 overallstandardforqualityanddemonstrateatleastsatisfactorystudentabilitywiththreeofthe Certificate sfourlearningobjectives.thesescoresfromtheeportfolioswillalsobeusedasdatawhile assessingthecertificateprogram;seesectionxforanexamplerubric. TheapprovedInnovationandEntrepreneurshipCertificateiscurrentlyusingWordPressfortheir eportfolios. 13 Duke sacademicadvisingcenter(davidrabiner,interimdirectorandassociatedean)and OfficeofInterinstitutionalAssessment(MattSerra,Director,OfficeofAssessment)areexploringother platforms.ifapproved,thecommitteewillchoosetheplatformandsoftwarebasedonexperiencefrom otherdukedepartmentsandfromtheseresearchefforts. Completion)of)the)Certificate.)FortheStudentOversightCommitteetoapproveastudentforreceiptofthe certificate,thestudentmustreceiveaminimumgradeofc6minusineachofthecertificate sfourcourses, documentmorethan450hoursofexperientiallearninginatleasttwothematicexperiences,andreceivea designationof Acceptable orbetterforthreeofthecertificate sfourlearningobjectivesintheir eportfolio.) Graduate)Programs.)) Thisproposedcertificatedoesnothaveagraduatecomponent. III.PROPOSEDTEXTTOAPPEARINTHEUNDERGRADUATEBULLETIN Sustainability)Engagement) AssistantProfessorofthePracticeClark(NicholasSchooloftheEnvironment);ProfessorofthePractice Thompson(CulturalAnthropology),CoNDirectors AType2experientialcertificate,butnotamajor,isavailableinthisprogram. Thegoalofthisprogramistoprovideundergraduateswithanopportunitytoengagedeeplywithcomplex interconnectionsinvolvedinsustainability6relatedchallenges.theprogramrequiresstudentstoconnect multipledisciplines,suchasenvironmentalscience,economics,publicpolicy,and/orsocialjustice.the programwillfostercriticalanalysis,systemsthinking,andpracticalskillstocreateengagedleadersin sustainability. Certificate)Requirements) Inordertocompletethecertificate,studentsmusttakefourcourses,completetwosubstantialexperiences, anddevelopaneportfolio.thefourcoursesincludethegatewaycourseenviron245:sustainability:) Theory)and)Practice;twoelectivecourses;andthecapstonecourseSustainability)Engagement)Seminar.The experiencesmustincludeoneexceeding300hoursandoneexceeding150hours.theelectivesand experiencesmustshareachosenthemeinthefieldofsustainabilityengagementthatrelatestothreekey dimensionsofsustainability:theenvironment,economics,andsocialequity.thecourseofstudyand engagementexperiencesmustbeapprovedbythestudent soversightcommittee.thecertificatedirectors 13Example: 16

17 IV.LISTOFCOURSESAVAILABLEFORTHESUSTAINABILITYCERTIFICATE Sustainabilitycoursesmustpreparestudentsacrossalldisciplinestoanalyzeconnectionsbetweensocial, economic,andenvironmentalphenomenaandmustaddressglobalconcernsaboutthefuture.sustainable DukehasbeencompilingstatisticsonSustainability6Relatedand FocusedcoursesatDukeusingthe definitionofthesustainabilitytracking,assessment,andratingsystem(stars)program. 14 STARS compilesinformationfromhundredsofinstitutionsofhighereducationannually.theresultsbelowfrom ourmostrecentstarssubmissionindicatethatstudentswillhaveawidevarietyofcourseswithin multipledepartmentstochoosefrom.notethesenumbersaresomewhathigh,becausetheyinclude graduatecourses(manyofwhicharestillavailabletoupperlevelundergraduates). Thefollowingisathree6yearsemester6by6semesterprojectionofcoursesavailableasthegateway, electives,andcapstone.tomeetsequencingrequirements,writing101coursesorotherstakeninthe firstyearmaycountaselectivesonlyifthestudenttakesthegatewaycourseinthefallofthefirstyear. Fall)2015) ) ) ) ) Course)Number)&)Name) Course)type) Certificate) function)) Instructor) Instructor s) consent?) ENVIRON245SustainabilityTheory&Practice Regular Gateway Clark,Capps Yes AAAS343Displacements:Migration&Human Regular Elective Crichlow Yes Trafficking AAAS352Piggin'Out:TheCulturalPoliticsof Regular Elective Crichlow Yes Food BIO262People,Plants,&Pollution Regular Elective Wilson Yes CULANTH419SGlobalEnvironmentalism&the Regular Elective Litzinger Yes 14Sustainability-focused courses concentrate on the concept of sustainability, or study the application of sustainability concepts and strategies, or examine issues and topics in terms of their relevance to sustainability. For these courses sustainability or some aspect of sustainability is the focus of the course. Sustainability-related courses incorporate sustainability as a distinct course component or module or include sustainability as a course theme. For these course sustainability or some aspect of sustainability is a significant component of the course, but not the focus of the course. " 17

18 Fall)2015) ) ) ) ) Course)Number)&)Name) Course)type) Certificate) function)) Instructor) Instructor s) consent?) PoliticsofNature DOCST341SPoliticsofFood Regular Elective Thompson Yes ECON190FSGameTheory Regular Elective Miller Yes ECON339EnvironmentalEconomics&Policy Regular Elective Timmins Yes ENVIRON89SWhatonEarth?AnInvestigationof Regular Elective Kasibhatla Yes ContemporaryEnvironmentalIssues ENVIRON102IntroductiontoEnvironmental Regular Elective MeyerorVidra Yes Science&Policy ENVIRON214SEthicalChallengesin Regular Elective Vidra Yes EnvironmentalConservation ENVIRON287AMarineConservationService Regular Elective Schultz Yes LearningCourse:ChallengesatSea ENVIRON360EnvironmentalChemistry& Regular Elective Stapleton,Di Yes Toxicology Giulio,Meyer ENVIRON501EnvironmentalToxicology Regular Elective DiGiulio,Meyer Yes ENVIRON590610SustainableFoodSystems SpecialTopics Elective Clark Yes ENVIRON590637SustainableCities SpecialTopics Elective Sease Yes ENVIRON737EnvironmentalEducation& Sustainability*Open)to)undergraduates)with) instructor)permission Regular Elective Cagle Yes EOS403Dinosaurs,FossilFish,andYellowstone Regular Elective Glass Yes NationalPark ETHICS285Denial,Faith,&Reason Regular Elective Philipsen Yes GLHLTH538GlobalEnvironmentalHealth: Regular Elective Pattanayakor Yes Economics&Policy Jeuland PHYSEDU203Diet&Nutrition Regular Elective Alphin Yes POLSCI645SThePoliticalEconomyofGrowth, Regular Elective Keech Yes StabilizationandDistribution PUBPOL598GrowthandEconomicDevelopment Regular Elective Fernholz Yes Policy WRITING101SustainabilityNfocused)course,)title)to) Regular Elective Boyette Yes be)determined WRITING101ScienceofFoodChoice Regular Elective Reilly Yes WRITING101U.S.&DurhamFoodSystems Regular Elective Ahlquist Yes WRITING101WritingforChange Regular Elective Ahern6Dodson Yes WOMENST270Animals&Ethics Regular Elective Rudy Yes WOMENST275Food,Farming,&Feminism Regular Elective Rosenberg Yes WOMENST366SNature,Culture,&Gender Regular Elective Rudy Yes Spring)2016) ) ) ) ) Course)Number)&)Name) Course)type) Certificate) function) Instructor) Instructor s) consent?) CEE315EngineeringSustainableDesign&the Regular Elective Schaad Yes GlobalCommunity CEE469IntegratedEnvironmentalDesign Regular Elective Schaad Yes CULANTH236SFarmworkersinNC:Poverty Regular Elective Simsor Yes Thompson CULANTH590SWaste:Poetics,Aesthetics,&the Regular Elective Rojas6Sotelo Yes Environment ECON348WomenintheEconomy Regular Elective Miller Yes ECON390SocialInequalities&Low6WageWork SpecialTopics Elective Miller Yes ECON325SEconomicAnalysisofEnergyIssues Regular Elective Boyd Yes 18