Synthesis Notes

Group Report out

Table 10. Service learning model good resource, but newer in geoscience community to use, resource limitations. How does this fit with the legacy of ITG? People who have used ITG model that led to service learning -- use instructor story to share models

Table 9. Focus on K-12 level. Sustainable focus starts early. Not content, but on real-world. Get outdoors, inspire curiosity and connections to community. Pride in graduation and entering military -- learn from that model in applying science to sustainable community. Effective Campaigns: don't be a litterbug!

Table 8. Different models for different groups. Working with K-12 to provide resources

Table 7. K12 focus. Nuts and bolts of use of undergrad materials used -- apply them for K12 and grad school and beyond, especially older learners, but adapted differently than for a 2nd grader

Table 6. K12! More teachers, not losing them at a younger age: sustainability and the Earth - Apps, museums, Scouting

Table 5. Scale of sustainability. The Earth as a whole. Start at community level - each instutition and broaden. Increase exchange programs - worldwide exchange.

Table 3. Younger generational buy-in. K12 and younger. Diverse and accessible voices. Bust stereotype of a geoscientist. Build stories, games, that reach beyond -- collaborate in virtual communities

Table 2. Like at National parks, storm drains -- informational signs should be more! Trash in this can goes to X landfill, this storm drain goes to Y.

Table 1. Big scale - better understand climate through critical thinking skills. Complicated problem. Focusing on different kinds of knowledge, thinkers, scientists, sociologists... bigger more integrated solutions!

Also important!

Lesson's from Raj's talk yesterday: voices heard, make connections, connections equitable

Food justice and food production systems. Great collaborator potential: agriculture! Connect Earth systems to something prevalent in all of our lives. Inequity there; more work to do there.

Take InTeGrate model out of US, for example, India where water scarcity is major issue, build connections, local culture connections - singing dancing

Use current public policy terminology. Food: talk about food security, growing our own food in the US. Conversation about immigration of people, comparison to food from outside - national security and control food source.

InTeGrate 7 years.., but only reached a relatively small portion of the population. New matters, but scale what WORKS, too. Upwards and downwards. Good curriculum, approach for implementation at higher ed -- apply to other places.

Comments from Cathy:

Looking backwards to move forward. Sankofa. Andinkra Symbol from Ghana. Haile Gerima film

New materials of many kinds: audiences, scales, etc. ITG model of design, testing which can be adapted. Not a fragile thing you can't change: use the resources and build.

Interdisciplinary problems: these are big problems. ITG developed some strategies for progress on teaching that incorporated these interdisciplinary approaches from the beginning in partnership. Lessons of communication and building trust across disciplines and with colleagues from other disciplines.

Sustainability means different things to different people and works on different scales. Save the world. Focus on societal issues as a way to interest more people in the geosciences. What aspect of the world and relative priorities vary spatially... regionally, neighborhoods, etc. Use student voices, ground development of materials in the community.

Instructor stories capture faculty experiences - productive strategy, e.g. service learning example above. Stories about the doing... what about those? Learning into doing. Working in the community. Doing at a policy level. Those doing stories could be an empowering piece.

International problems, in which the US has played large role in creating and thus responsibility US has in addressing them. REACH.

Synthesis Notes -- Discussion  

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