Winona State University
Bruno Borsari is a native Italian, Associate Professor of Biology at Winona State University and holds 24 years experience in habitat restoration and sustainable agriculture. He earned his Doctor of Agricultural Science degree (D.Ag.Sc.) from the University of Bologna in Italy in 1986 and his Ph.D. from the University of New Orleans in 2001. He taught and practiced farming, agroforestry and habitat (prairie) restoration in various countries (mainly west and central Africa). He consulted Italian farmers to transition from conventional agriculture to Integrated Pest Management (IPM) and assisted them to pursue organic certification for their farms. In the U.S. Dr. Borsari served in the board of the Louisiana Organic Association (LOA), was President of the Cajun Prairie Restoration Society and was part of the Southern Sustainable Agriculture Working Group (SSAWG). Prior to his relocation to Winona he was an Assistant Professor of agroecology at Slippery Rock University of Pennsylvania and an active member of the Pennsylvania Association for Sustainable Agriculture (PASA). He maintains membership with The Land Institute in Salina, KS and the Rodale Institute in Kutztown, PA. His publications record demonstrates his research interests in prairie restoration ecology, biology/science education, sustainability, agricultural education reform and local foods. Gardening, cooking, beekeeping, playing music and singing are his main hobbies.
Materials Contributed through SERC-hosted Projects
The Ecological Footprint Dilemma part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
This case was written for an introductory biology class (non-majors) with 180 students and access to a student response system ("clickers"). This case can be completed within a 50-minute class period. Students in my class work in permanent groups, but this case can be used with or without groups as the instructor desires. The case is suitable for courses in ecology, environmental science, conservation biology, environmental studies and general biology. This case is designed to be taught at the end of an ecology unit of the curriculum. Students should be familiar with population ecology concepts such as human population ecology, growth and competition.
Agroecology part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Courses
An introduction to the theory of agroecology and the current practices of sustainable agriculture. The components of farm management will be studied within the context of a complex ecosystem. Class time will be spent in lecture, field studies and field trips that will attempt to integrate concepts in agroecology with actual practices in sustainable agriculture.
Teaching Approaches for Sustainability Education part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Essays
Bruno Borsari, Biology, Winona State University My proposed model of instruction for sustainability education is focusing on learning about the natural resource base, which provides food, fiber, renewable energy ...