Synergy of the (Campus) Commons: Integrating Campus-Based Team Projects in an Introductory Sustainability Course
Abstract
:1. Introduction
2. Materials and Methods
2.1. Relationship of Team Projects with Sustainable Development Outcomes
2.2. Student Assessment
2.3. Course Assessment
2.4. Team Project Process and Description
- A four-page visually appealing “project brief,” that contains a combination of text, headings, images, and data to summarize their work.
- A short (2–4 min) video aimed at a particularly relevant audience.
3. Results
3.1. On-Campus Operations Projects
How can we green the electronic printing (ePrint) experience at Duke? [Category: Waste (2013)]. Client, Duke Office of Information Technology.
Duke’s Office of Information Technology, in conjunction with Duke libraries (where most ePrint stations are located) asked students to research whether a “hard quota” or limit on student printing would not only benefit the University’s sustainability objectives, but would be approvable on campus. The students recommended a system whereby a soft quota (no charge) would be followed by a hard quota with printing charged directly to a student’s account, accompanied by education and incentives for good behavior. Subsequent to the recommendations by the SUSTAIN245 team, the effort was continued by a team of graduate and undergraduate students, staff of OIT and the library, and the Duke Student Government. Changes to the quota system became official in Fall 2014, showing the importance of continued staff diligence after the course is complete for some projects [21].
How might Duke maintain campus landscape spaces most sustainably: The Environment Hall ‘front yard’ as a case study. [Category: Landscape operations (2016)]. Client, Duke Campus Horticulturist
Students researched landscape options that would work for the needs of public spaces on Duke’s campus, including consideration of price, seasonality, maintenance, aesthetics, and safety. Also, students studied two pilot areas on campus where native grasses had been planted in lieu of turf grass, comparing the maintenance needs, and the response to the look by passersby. Students found that opinion by the public using the pilot areas varied widely from strong appeal to strong dislike, resulting in recommendations for education on this front as well.
3.2. Food Projects
Duke Campus Farm: A sequence of six projects. [Category: Food (2010, 2011, 2014, 2015, 2018, 2020)] Clients: Duke Campus Farm staff.
The initial project in the Fall of 2010 asked the students to conduct a feasibility study only, but the ambitious student team gained permission by the end of the semester to plow and plant a meadow site in the Duke Forest; currently, the Farm has four full-time staff members, a 10-member student farm crew, hundreds of student volunteer participants at semi-weekly workdays, and grows thousands of pounds of produce for a Community Supported Agriculture membership, Duke Dining, and campus events. Institutional and foundational support has allowed infrastructure improvements such as a commercial walk-in refrigerator, a wash-and-pack operation, and a covered pavilion for teaching and events such as contra dancing. The six farm projects have ranged from student recruitment to expansion of growing area to creation of an edible wind break and a medicinal herb garden. In 2020, a student team will examine how to welcome animals (specifically laying hens) to the Farm.
Food Insecurity on Campus: What do we know and what might Duke do? [Category: Food (2016)] Clients: Director of Nutrition Services, Director of Planning, Duke World Food Policy Center.
Students interviewed faculty and staff at Duke and at other institutions of higher education about the perception of the prevalence of the problem, and possible responses that the institutions could take. They also observed use of several food banks on and off campus. The project brief recommended approaches that seemed most likely to address the issues on Duke’s campus, and the video aimed to increase awareness for this issue (https://tinyurl.com/SUSTAIN245foodvideo).
3.3. Literacy and Behavior Projects
The Healthy Duke Initiative: What is the wellness-sustainability connection? [Category: Literacy and behavior (2017)]. Client: Assistant Dean/Director, Duke Student Wellness Center.
Much has been written about the ways that natural and beautiful built spaces can contribute to better health. Students researched this connection, and the ways that other institutions of higher education use such spaces to reduce stress and increase mental and physical health, compiling an inventory of such campus locations that are easily accessible to students. They also produced a video (https://tinyurl.com/SUSTAIN245healthvideo) to introduce these locations to students and to promote their use.
How can Duke motivate composting by dining customers beyond putting signage directly on or near the composting bins themselves? [Category: Literacy and behavior (2018)] Clients: Assistant Director for Duke Dining Sustainability; Recycling and Waste Reduction Coordinator.
Two specific campus dining locations were chosen as case study sites, both of which were piloting post-consumer composting. The students observed behavior at the two sites, and conducted brief intercept interviews of students and staff. Recommendations included training of dining staff (specific training points were provided), signage at the point of sale tailored to the products sold at that dinery, and other creative ideas that would appeal to students. The students produced a humorous video to appeal to a student audience (video link https://tinyurl.com/SUSTAIN245compostvideo).
How can education staff at the Sarah P. Duke Gardens best infuse concepts of sustainability into the implementation of elementary school field trip programs held on site? [Category: Literacy and behavior. (2018)] Client: Education Director, Sarah P. Duke Botanic Gardens
Students observed elementary school field trips, interviewed education staff at the Gardens, and analyzed current curricular content. They produced suggestions for modifications to existing and options for new curricula, and produced a video recruiting students to volunteer at the Gardens (https://tinyurl.com/SUSTAIN245gardenvideo)
3.4. Campus Locations and Residences Projects
How can Duke institutionalize the growing “Campus as Lab” movement in higher education? [Category: Campus locations and residence halls (2017)] Client: University Landscape Architect
The client requested that three specific on-campus sites be used as case studies: The Duke Water Reclamation Pond, the Medical Center Greenway, and a stream restoration project. Students analyzed records of current student and course use, observed use by persons on campus, and researched campus as lab initiatives at other institutions. Recommendations were made for ways to recruit use of each site for formal courses, research work by students and faculty, and appropriate recreational activities.
How can Duke Forest use citizen science to better understand and conserve the herpetofauna population in the Forest? [Category: Campus locations and residence halls (2017)]. Clients: Director and Associate Director, Duke Forest.
North Carolina has particular prevalence and richness of amphibians and reptiles in the US, which are also key indicators of climate change effects on wildlife. By looking at other citizen science programs, and gathering data on volunteer interests and capacities, the students recommended training sessions, data collection and sharing methods, and volunteer engagement techniques. Students produced an informative project brief (https://tinyurl.com/SUSTAIN245herpbrief) and a promotional video (https://tinyurl.com/SUSTAIN245herpvideo). Staff of the Duke Forest have subsequently implemented a citizen-science herpetofauna program, using many of the student’s recommendations.
3.5. Carbon Offsets Projects
What information should Duke’s Carbon Offsets Initiative include in energy conservation educational resources for staff to increase factual knowledge, support new and improved skills or competencies, and lead to behavior change that decreases energy use? [Category: Carbon offsets (2014)]. Client: Program Manager, Duke Carbon Offsets Initiative.
Students researched existing resources on campus, looked at peer institutions for other ideas, and recommended exemplary promotional activities that the client could institute. The students also created a promotional video (https://tinyurl.com/SUSTAIN245officevideo).
3.6. Community Projects
How can students and the community best address the problem of invasive cankerworms killing trees on and near campus? [Category: Community (2014)]. Clients: Natural Resource Manager, Duke Facilities Management; Durham City Arborist]
Students learned about the process of banding trees to interfere in the cankerworm life cycle, and made recommendations for which are the most sustainable and cost-effective materials for this job. They also observed several community training events, and made recommendations, including an educational video (https://tinyurl.com/SUSTAIN245wormvideo), for ways the City and Duke campus could increase the number of volunteers doing banding operations.
Should Durham pursue an ecodesignation model of development, such as Eco-Districts, 2030 Districts, or Living City Block? [Category: Community (2015)]. Client: Sustainability Manager, Durham City and County.
Students compared three ecodesignation models available to municipalities, recommending how each of the three might have applicability for the City and County of Durham
3.7. Student and Course Assessment Results
This class will teach you more than factual knowledge. The service-learning component…will teach you how to solve problems and conduct research in the real world.
The course will definitely give you an in-depth knowledge and comprehension of sustainability, the difficulties of handling it, and the overall pros.
I feel that the semester-long project really built up an intellectual community in the class that is not common at Duke.
This course will help you become more conscientious [with regard to] the choices you make about sustainability every single day
You learn skills and you get to apply them through the class projects, rather than just learning theoretical concepts.
The final is going to be challenging, because we have never tried to put the speakers in conversation with each other…
Some of the readings didn’t seem to connect to class discussions. I wish there was more of a connective flow in the classes/guest lecturers…
The assigned readings were often never really emphasized beyond the theory-based lectures. Maybe find a way to work them into the project work?
I felt like the [instructors] should consider weekly reflections or writing assignments to keep students [on] track.
Depending on your role and project, you may have to interact with a lot of people/do a lot of organization
Watch out! Lots of extra time required on the group project which can be frustrating.
It’s also incredibly important to take the project seriously, and coordinating with group members will take a lot of effort.
You can get really lucky or really unlucky depending on your group project and your assigned group.
In the future have more guidance for the group projects
I think it is important for the professors to pay attention to different group dynamics because that is a huge factor in whether the project gets done well or not.
…the instructors could have done a better job ensuring that all students put forth the same amount of work..
The course could be better if the students learned more about the other projects… I felt that I was so concentrated on my own project which caused me to not learn/grasp any knowledge from…the other student projects.
3.8. Limitations and Challenges
4. Discussion
Supplementary Materials
Author Contributions
Funding
Conflicts of Interest
Appendix A
Research Question | Category | Client | Campus Success/Impact |
How can sustainability be infused into the new housing model on Duke’s West Campus? (2013) | Campus locations and residence halls | Dean of Residence Life; Associate Vice Provost for Undergraduate Education | Medium |
What are the primary ways that Duke Forest contributes to sustainability at Duke? (2016) | Campus locations and residence halls | Director and Associate Director, Duke Forest | High |
How can Duke Forest use citizen science to better understand and conserve the herpetofauna populations in the Forest? (2017) | Campus locations and residences | Assistant VP for Student Affairs and Dean for Residential Life | High |
How can Duke institutionalize the growing “Campus as Lab” movement in higher education? (2017) | Campus locations and residences | Director and Associate Director, Duke Forest | High |
What is the impact of existing campus residence halls on Duke’s sustainability footprint and what specific projects can Housing and Residential Life implement to enhance student experience and conserve resources? (2018) | Campus locations and residences | Program Coordinator, Sustainable Duke; Assistant VP Student Affairs and Dean for Residential Life | Low |
Expanding and institutionalizing Duke University Health System sustainability efforts. (2020) | Campus locations and residences | Program manager, Patient Safety and Clinical Quality Officer, Duke Health System | In process |
How can Duke track, reduce, and offset air travel by faculty, students, and staff? (2013) | Carbon offsets | Director of Sustainable Duke; Associate Director, Duke Carbon Offsets Initiative | Medium |
Energy and carbon offsets: Creating energy conservation educational resources for Duke University staff. (2014) | Carbon offsets | Program Manager, Duke Carbon Offsets Initiative | Medium |
What type of carbon offset projects are other ACUPCC schools undertaking, and what can Duke learn? (2014) | Carbon offsets | Program Manager, Duke Carbon Offsets Initiative | High |
What is the Duke Carbon Offsets Initiative: Assessing and raising awareness among Duke undergraduate students? (2016) | Carbon offsets | Program Manager, Duke Carbon Offsets Initiative | Medium |
Considering local impact, connections with students/faculty, carbon reduction, and cost, what carbon offset projects are most feasible and appealing for the Duke University Marine Laboratory to pursue? (2018) | Carbon offsets | Program Manager, Duke Carbon Offsets Initiative; Professor of Oceanography, Duke Marine Lab | Medium |
How can Lakewood Elementary School better integrate the community garden with classroom instruction and the NC Standard Course of Study? (2011) | Community | Garden Coordinator, Lakewood Elementary School | Medium |
The Acara Institute Challenge: Plan a socially-minded business to address issues of food insecurity in India. (2011) | Community | Associate Professor, Civil and Environmental Engineering, Duke | Low |
Should Durham pursue an ecodistrict model of development, such as Eco-Districts, 2030 Districts, or Living City Block? (2015) | Community | Sustainability Manager, Durham City and County | Low |
Should Durham consider a bike share program? (2015) | Community | Transportation Demand Manager, Duke Parking and Transportation; Bicycle and Pedestrian Coordinator, City of Durham | High |
Feasibility study for composting at the NC School of Science and Mathematics. (2016) | Community | Instructor, Environmental Science, NCSSM | Medium |
Save our trees! Battling the cankerworms. (2015) | Community | Natural Resource Manager, Duke Facilities Management; Durham City Arborist | High |
How should Duke reward/award dineries that work to provide local foods? (2009) | Food | Director, Sustainable Duke; Director, Center for Environmental Farming Systems | High |
Should Duke have an on-campus farm? (2010) | Food | Director, Duke Dining; Campus Landscape Architect | High |
How well is the farmstand working in the Great Hall? (2010) | Food | Manager, Bon Appetit; Coordinator, Honey Patch Community Garden | Medium |
How can Aramark design and operate “greener” dineries in the Duke University Hospital? (2010) | Food | General Manager, Food Services, Duke University Hospital; Director, Sustainable Duke | Low |
What is the most sustainable shrimp purchasing choice Duke dineries could make? (2010) | Food | Founders, Walking Fish and DukeFish | Medium |
What impact does a visit to the Duke Immersive Virtual Environment (DiVE) have on student understanding of environmental sustainability in the Duke dining experience? (2011) | Food | Assistant Vice-President, Communication Services; Marketing Manager, Bon Appetit; Director, Visualization Technology Group | Low |
What will make student involvement with the new Duke Campus Farm vibrant and sustainable? (2011) | Food | Duke Campus Farm Manager | High |
How might Clean Air Cool Planet best accomplish food purchase behavior change on campus? (2011) | Food | Carbon Accounting Coordinator, Clean Air-Cool Planet; Outreach Coordinator, Sustainable Duke | Medium |
Sourcing the Clean 15 locally at Duke. (2014) | Food | Outreach Coordinator, Sustainable Duke; Assistant Director Duke Dining | Medium |
Cultivation of a medicinal herb garden at the Duke Campus Farm. (2014) | Food | Duke Campus Farm Manager | Medium |
Feasibility study of creating an edible windbreak at the Duke Campus Farm. (2015) | Food | Duke Campus Farm Manager | Medium |
Food insecurity on campuses: What do we know and what might Duke do? (2016) | Food | Director of Nutrition Services; Director of Planning, Duke World Food Policy Center | High |
Assessing and engaging student interest in a second site for the Duke Campus Farm. (2018) | Food | Assistant Program Manager, Duke Campus Farm | High |
Exploring the greenhouse gas impact of food on campus. (2020) | Food | Duke Green Dining Coordinator | In process |
Assessing the feasibility of animals at Duke Campus Farm. (2020) | Food | Field Education Coordinator, Duke Campus Farm | In process |
How do we assess environmental literacy at Duke? (2013) | Literacy and behavior | Director of Academic Assessment, Trinity College; Outreach Coordinator, Sustainable Duke | Medium |
Improving Duke’s green checklist certification program: How can we sustain momentum? ((2017) | Literacy and behavior | Program Coordinator, Sustainable Duke | High |
The Health Duke Initiative: What is the wellness-sustainability connection? (2017) | Literacy and behavior | Assistant Dean/Director, Duke Student Wellness Center | Medium |
Integrating sustainability into school field trips for elementary-aged students at the Sarah P. Duke Botanic Gardens. (2018) | Literacy and behavior | Education Staff, Sarah P. Duke Botanic Gardens | High |
Impacting waste management behavior choices through signage and staff training in Wilson Gym and Sanford School of Public Policy. (2018) | Literacy and behavior | Assistant Director, Duke Dining Sustainability; Recycling and Waste Reduction Coordinator | Medium |
Infusing sustainability into Duke University Admissions (2018) | Literacy and behavior | Associate Director of Admissions | Medium |
Greening events at Duke. (2020) | Literacy and behavior | Duke Special Events Program Manager | In process |
Should Duke consider building an on-campus biodiesel refinery to burn Duke’s waste vegetable oil for use in fleet vehicles? (2010) | Operations: Energy | Recycling and Waste Reduction Coordinator | Low |
Assessing and impacting residence hall electricity demand. (2016) | Operations: Energy | Energy Manager, Duke Facilities Management | Low |
How might Duke maintain campus landscape spaces most sustainably: The Environment Hall “front yard” as a case study? (2016) | Operations: Energy | Duke Campus Horticulturist | Low |
Redesigning the Environment Hall orchard. (2017) | Operations: Landscape | Co-President, Nicholas School Green Roof and Orchard Workforce (GROW) | Low |
Developing an electric vehicle policy for Duke. (2013) | Operations: Transportation | Transit Planner, Duke Parking and Transportation Services | Medium |
Peer benchmarking study of university/hospital parking cash-out programs. (2015) | Operations: Transportation | Transportation Demand Manager, Duke Parking and Transportation Services | Medium |
Opportunities for reducing or offsetting Duke air travel. (2020) | Operations: Transportation | Director, Duke Carbon Offsets Initiative | In process |
Should Duke compost any organic food waste on campus? (2009) | Operations: Waste | Recycling Coordinator | High |
What is the best to-go container to offer for use in Duke dineries? (2009) | Operations: Waste | Green Purchasing Coordinator; Manager, Bon Appetit | High |
How can we green the electronic printing (ePrint) experience at Duke? (2013) | Operations: Waste | Assistant Director, Centralized Device Service and Support, Duke Office of Information Technology | High |
How can Duke best implement single-stream recycling and post-consumer composting in dorms (Part I)? (2013) | Operations: Waste | Recycling and Waste Reduction Coordinator; Associate Dean for East Campus | High |
Multi-stream recycling and composting pilot in Duke residence halls (Part II). (2014) | Operations: Waste | Recycling and Waste Reduction Coordinator; Associate Dean for East Campus | High |
Expanding waste management at Duke: Assessment of paper towel composting in campus buildings. (2015) | Operations: Waste | Recycling and Waste Reduction Coordinator | High |
Assessing and reducing disposables in campus dining (2017) | Operations: Waste | Assistant Director, Duke Dining Sustainability | Medium |
Should trays be removed in the Great Hall? (2009) | Operations: Water | Green Dining Coordinator; Sustainability Outreach Coordinator | High |
More than utility: Educational, recreational, and research uses of the new Duke Water Reclamation Pond. (2013) | Operations: Water | Campus Landscape Architect; Director of Grounds; Engineer, Duke Utilities and Engineering Services | High |
Students, faculty, and a local artist produce a piece of public art on campus using sustainable materials. (2013) | Other | Assistant Professor of Visual Art; local environmental artist | High |
Inspiring Duke undergraduates for careers in sustainability. (2020) | Other | University Career Center; Nicholas School of the Environment Career and Professional Center | In process |
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Category | No. of Projects (2009–2020) |
---|---|
1. Operations | |
a. Energy | 2 |
b. Landscape | 2 |
c. Transportation | 3 |
d. Waste | 7 |
e. Water | 2 |
2. Food 1 | 15 |
3. Literacy and behavior | 7 |
4. Campus locations and residences | 6 |
5. Carbon offsets | 5 |
6. Community (off-campus) | 6 |
7. Other | 2 |
Total | 57 |
Scale: 1 (Lowest) To 5 (Highest) | |
---|---|
Overall course | 3.77 |
Overall instructor | 4.24 |
Amount of work | 3.27 |
Difficulty | 3.01 |
Intellectual stimulation | 3.90 |
Clearly defined learning objectives | 3.53 |
Gaining factual knowledge | 3.69 |
Understanding fundamental concepts and principles | 3.91 |
Learning to apply knowledge, concepts, principles, or theories to a specific situation or problem. | 3.96 |
Learning to analyze ideas, arguments, and points of view | 3.61 |
Learning to synthesize and integrate knowledge | 3.85 |
Learning to conduct an inquiry through methods of the field | 4.26 |
Learning to evaluation the merits of ideas and competing claims | 3.63 |
Percent of class submitting evaluation responses | 76% |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Clark, C.R.; Capps, T.M. Synergy of the (Campus) Commons: Integrating Campus-Based Team Projects in an Introductory Sustainability Course. Sustainability 2020, 12, 1224. https://doi.org/10.3390/su12031224
Clark CR, Capps TM. Synergy of the (Campus) Commons: Integrating Campus-Based Team Projects in an Introductory Sustainability Course. Sustainability. 2020; 12(3):1224. https://doi.org/10.3390/su12031224
Chicago/Turabian StyleClark, Charlotte R., and Tavey M. Capps. 2020. "Synergy of the (Campus) Commons: Integrating Campus-Based Team Projects in an Introductory Sustainability Course" Sustainability 12, no. 3: 1224. https://doi.org/10.3390/su12031224
APA StyleClark, C. R., & Capps, T. M. (2020). Synergy of the (Campus) Commons: Integrating Campus-Based Team Projects in an Introductory Sustainability Course. Sustainability, 12(3), 1224. https://doi.org/10.3390/su12031224