Curriculum & Instruction: Mthds in Ed for Sustainability

Explores designing for education for sustainability (EFS). Participants should have a foundation in EFS, associated pedagogies, and curriculum or project development strategies. Action-oriented, culminating in a project or curriculum to implement. Pre/Co-requisite: EDCI 6430.

Instructor Permission Required. In-Person Learning Retreat at Shelburne Farms on July 22- July 24. Synchronous online meetings 9am to 12 on 7/1, 7/3, 7/15, 7/17, 8/5, 8/7.

Education for Sustainability Methods is for those wishing to dive deeply into designing for education for sustainability (EFS). Participants should have a foundation in EFS, associated pedagogies, and curriculum or project development strategies. This course is action-oriented with an expectation at the end that each participant has a project or curriculum to implement. The lens of sustainability - social justice, environmental integrity and economic health - provides a lens for the explicit curriculum and implicit practices and approach to teaching and learning. Essential elements of the course include whole systems thinking and action; creating a network of learning, inquiry and practice; critical reflection; building participant content knowledge in sustainability practices and issues; developing leadership and agency and re-inspiring educators.

This course is a hybrid summer intensive with a residential component. This hybrid course’s site-based experience takes place on Shelburne Farms’ campus where sustainability and applied systems thinking is modeled. At this unique site, educators explore ecological and human-designed systems, farm-to-school projects, and other place-based issues. For the three days of the site-based intensive, the land and the landscape is both classroom and teacher. The remainder of course sessions take place online prior to the in-person intensive.

All coursework, engagement, and participation will be considered as evidence of learning towards the course learning objectives. In addition to to engagement and participation graded components include reflections and readings, and an Educational Philosophy framework