Question One Notes
3/18/15
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Do we lack of capacity (faculty/staff) to meet questions?
Students are not necessarily acting to improve environment, only learning the science, but what about the
advocacy
Are we training people to educate others and make changes (more activism)
Tension between scientists and activists
Cool to have philosopher, historian on campus
Environmental versus traditional historians????
Systems problem solving -- interdisciplinary
No structural process to build to capstone for undergraduates
Relationship between theology, culture and belief systems – impact values
Moral obligations – doing and reaching out
Political systems (democracy) – how they impact action on the land
Environmental issues affecting minorities
Inclusion of minorities when promoting sustainability issues
Very weak on environmental justice, which is often linked to minorities
Need more focus on demographics and environmental justice (economic justice)
Need more recruiting of minorities from cities and community colleges
Environmental justice may ring true with minorities (practical solutions)
Funding of research – conflict of interest – credibility of science (from industry or environmentalists)
Science contributes to informed decision making
Values become a big component of the research questions – What we choose to research.
Liberal arts component to undergraduate programs – education for the sake of education
Assumes we have the science down, and need to add the humanities/values
Our strength is providing a tool box of skills, regardless of major
At what point do you ask a student to synthesize complicated concepts -- empiricism
How do we ensure we do not “dilute the toolbox” in that finite four years
Can we incorporate some of these concepts in current courses
What is the tipping point?
Sidenote: (SEM student seems interested in the “activism toolbox”)