Political Science: Global Summit on Sustainability

Title: Global Summit on Sustainability
Discipline(s) or Field(s): Political Science, Environmental Studies
Authors: Katia Levintova, Kevin Vonck, Terri Johnson, Denise Scheberle, University of Wisconsin – Green Bay
Submission Date: March 2, 2009

Executive Summary: The goals of introductory political science courses are not only to equip students with the fundamental knowledge about our discipline (that is about political processes at home and on the international level), but to give students a set of important skills, including political engagement, meaningful political citizenship (efficacy and agency), critical thinking, cultural empathy and respect for diversity (both domestic and global). To this end, four faculty members in Public and Environmental Affairs (Terri Johnson, Denise Scheberle, Kevin Vonck, and Katia Levintova) devised, piloted and refashioned a Global Summit on Sustainability. The summit pilot (Spring 2008) involved two sections of American Government (approximately 200 students) and one section of Global Politics (120 students).

The lesson study involved 29 student teams role-playing countries in a summit designed to adopt a global resolution on sustainability. Prior to the Global Summit session, a pre-Summit session was held. During pre-Summit students selected their roles, received instructions, and agreed upon the schedule for assignment completion. During the Global Summit, the global resolution was adopted as a result of compromises and negotiations among country delegations. Prior to the Global Summit, students researched their assigned country’s environmental, social, economic, and political problems that pertained to sustainable development. They also learned about the role their country played in international sustainable development efforts and international affairs in general. Each country delegation had to come up with a UN-like resolution on sustainable development which both addressed national needs and priorities and had a reasonable chance of being a framework for the global policy on sustainability. Preliminary negotiations started as soon as a resolution was approved by the delegation and posted on a D2L website created specially for the Summit. Students had one or two summit work days in class, but their work also took place outside the class as they worked in teams, and also on-line. The learning objective was for students to come away from the Summit empowered as citizens, with an increased understanding of and appreciation for global citizenship, domestic and global negotiations and policy-making, knowledgeable about their own country and the complexities of the world.

The Global Summit pilot (Spring 2008) and the slightly revised Global Summit (Fall 2008) increased students’ appreciation for global citizenship. Students perceived improved skills supportive of effective citizenship (negotiation and empathy). The change was measured through a survey instrument developed specifically for the Summit as well as observations of face-to-face and virtual (D2L) behavior and dialogues before and during the Summit and content analysis of quick reaction papers and longer (required) reflection papers. Most significantly, we detected the difference in means between the pre-Summit and post-Summit surveys, with the questions’ means increasing or decreasing in response to participation in the Summit. Qualitative content analysis of student written assignments also revealed increased sophistication in global thinking and negotiations skills.

Below are links to some additional material:

This section contains every handout or prompt mentioned in the description of the lesson.  It provides useful instructional materials to use with the lesson.

This presentation is shown during the Pre-Summit.  It provides brief overview of the project and is designed to introduce students to the global thinking.

This presentation helps keep the summit on track.

In this video students discuss their assignment.

Excerpts from the Global Summit on Sustainability Fall 2008.

Geography: Understanding Relationships between Humans and Water Resources

Title: Understanding the Relationships between Humans and Water Resources: A Lesson Study for Introductory Geography Classes
Discipline(s) or Field(s): Geography, Environmental Studies, Water Resources, Social and Natural Sciences
Authors: John Ward, Joy Wolf, Richard Walasek, J. Scott Spiker, Melissa Gray, University of Wisconsin—Parkside
Submission Date: February 23, 2009

Executive Summary

Learning Goals: Students will gain a deeper understanding of water resource issues, the importance of conservation, and the impact of individual actions on this global issue. This lesson study will provide students an opportunity to engage in critical thinking and the knowledge of daily water conservation practices that they can incorporate into their lives toward the cumulative effort of long-term resource conservation. .

Instructional Design: At the beginning of the class period, the students were given an overview of water resources and the geographic relationship between water and human uses of water. This presentation was followed by an online demonstration of an interactive exercise in which the class as a whole participated. This activity gave the students a way to quantify individual water usage in the domestic setting, as well as n overview of cumulative water consumption habits. Students then engaged in small groups to discuss innovative water conservation methods. Each group was required to summarize their results as well as write short responses to specific questions about individual water conservation.

Major Findings: Students gained an appreciation for the relationship between local action and global consequences, an awareness of their individual domestic water consumption, and an understanding of conservation actions in which they can use in their daily lives. After reading their responses, it appeared that the students took from the lesson an intention to reduce their water consumption by (1) reducing the time engaged in certain activities and (2) investigating technological solutions for water conservation.