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Faculty Development for Environmental Sustainability in Higher Education

机译：高等教育环境可持续发展的教师发展

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Faculty Development for Environmental Sustainability in Higher Education Geoffrey Chase Northern Arizona University . . . universities bear profound responsibilities to increase the awareness, knowledge, technologies, and tools to create an environmentally sustainable future. --The Talloires Declaration Many scholars and activists in recent years have called for substantive reform of higher education aimed at transforming colleges and universities into institutions that model, seek, and teach the values of environmental sustainability. While many of these calls for reform address directly the ways in which colleges and universities use resources, handle waste, and keep their own campuses green (Eagan and Orr, 1992), others suggest that we also need to rethink curricula and help students attain the skills, knowledge, and values that will move us closer to creating a more sustainable society (Orr, Collett and Karakashian, Workshop). If we are to make the kinds of curricular changes that will help us achieve these important and ambitious goals, faculty members in all disciplines across our campuses will have to change the way they conduct research, teach their courses, and design larger curriculum projects. One key, then, to this transformative project is addressing and effecting faculty attitudes through faculty development. At Northern Arizona University, as part of a broad-based initiative aimed at addressing environmental issues, we have engaged in reform efforts through a faculty development program called the Ponderosa Project. Our aim is to help faculty from across campus revise their courses to include issues of environmental sustainability. Our goals in this program have been (1) to help faculty understand how the concept of environmental sustainability is related to their discipline, (2) to help them consider how these concepts may impact their teaching in positive ways, and (3) to help them integrate these ideas into their courses. In this article, we will describe this faculty development program at Northern Arizona University thus far, offer some comments on the results of what we have done, and suggest some of the directions we plan to pursue in the future. We don’t offer this model as the
机译：高等教育的环境可持续性的师资开发Geoffrey Chase北亚利桑那大学。 。 。大学肩负着提高认识，知识，技术和工具以创造环境可持续未来的深远责任。 -《塔洛瓦人宣言》近年来，许多学者和激进主义者呼吁对高等教育进行实质性改革，旨在将大学和大学转变为模仿，寻求和教授环境可持续性价值观的机构。尽管其中许多要求改革的呼吁直接解决了大学使用资源，处理废物和使自己的校园保持绿色的方式（Eagan和Orr，1992），但其他建议则表明我们还需要重新考虑课程设置，并帮助学生达到目标。技能，知识和价值观，这将使我们更接近于创建一个更具可持续性的社会（奥尔，科莱特和卡拉卡希安，工作室）。如果我们要进行各种课程改革以帮助我们实现这些重要而雄心勃勃的目标，则我们校园各个学科的教职员工将不得不改变他们进行研究，教授课程和设计更大的课程项目的方式。那么，这一变革性项目的关键之一就是通过教师发展来解决和影响教师的态度。在北亚利桑那大学，作为旨在解决环境问题的基础广泛的计划的一部分，我们通过一项名为“黄松项目”的教师发展计划进行了改革。我们的目标是帮助整个校园的教师修改他们的课程，以包括环境可持续性问题。我们在该计划中的目标是（1）帮助教师了解环境可持续性的概念与他们的学科之间的关系;（2）帮助他们考虑这些概念如何以积极的方式影响他们的教学;（3）帮助他们将这些想法整合到他们的课程中。在本文中，我们将描述迄今为止在北亚利桑那大学进行的教师发展计划，对我们所做的工作发表一些评论，并提出我们计划在未来追求的一些方向。我们不提供此模型，因为

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