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Starting Point-Teaching Entry Level Geoscience > Experience-Based Environmental Projects > Who is using The Lifestyle Project?
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Who is using The Lifestyle Project?

The Lifestyle Project at Institutions Near and Far

This page describes various adaptations of the Lifestyle Project in different types of courses and institutions, along with some outcomes from the project. If you are teaching with the Lifestyle Project and want to share your experiences, please contact Karin Kirk (or use submission form)

University of North Dakota, Grand Forks, ND - Dexter Perkins

Malaspina University-College, Nanaimo, Canada - Steven Earle

The project is used in two courses with the theme of Energy and the Environment, one a face-to-face course for future teachers, the other an on-line course open to all students.

Student Comments:

"It was fun, trying and eye-opening. An experience that I will take with me for many, many years and incorporate into my teaching in the future."

"... I am amazed how fast it has gone ... I have been able to influence my landlord, family, friends and most importantly myself."

"I really like walking home. I feel better after I do it."

"I am now used to all the free time in the mornings that I save from not doing my hair; this I thought I could never change!"

End of term survey on the lifestyle project:

Southampton Solent University, Southampton, UK - Paul Wright

The project is used part way through a first- level undergraduate unit in Global Environmental Issues. It ties in with future units looking at community involvement in environmental issues, and sustainable development

What the students said:

"It was more difficult than we thought."

"In a shared house, getting others to allow you to turn thermostats down is difficult."

"I managed to have shorter showers for three days, then I kind of forgot."

Empire State College, Saratoga Springs, NY - Karin Kirk

The project is used in a distance learning course in Geology and the Environment. The students are typically adults with jobs and families, who come from a wide variety of backgrounds.

Because many of these students are older, and have households to run, the impact of the lifestyle project is very different than it is for young students living on campus. The changes are more difficult because they may need to convince their spouse or children to cooperate. Many are holding down a full-time job while doing the project. On the other hand, the project may affect these students more profoundly because it impacts their entire household.

Examples of student outcomes:

Examples of pedagogic outcomes: