Education for Sustainabilty
Date: 12 May 2007 12:30 PM - 5:00 PM
Location: Capitol Hilton 1001 16th St. NW Washington, DC 20036
Program
Introduction by the Symposium Organizer	12:30 PM John R. Jungck, Chairperson U. S. National Committee IUBS and Vice President, IUBS Commission on Biology Education
History of the IUBS Commission on Biology Education	12:45 PM Dr. Talal Younes, Executive Director, IUBS Paris, France
Maori and Western World Views Shape a Strong Environmental Ethic in Aotearoa/New Zealand	1:00 PM Dr. Charles H. Daugherty, Assistant Vice-Chancellor (Research); Professor of Ecology at Victoria University of Wellington, New Zealand Co-author: Kristina Ramstad
Abstract: New Zealand is a bi-cultural society with a well-developed environmental ethic. This ethic reflects deep connections of both cultures to nature and is expressed in such national symbols as the kiwi and silver fern. More significantly, the environmental ethic has given rise to a strong national conservation movement and ultimately to a consensus anti-nuclear policy. Polynesian peoples (now called Maori) migrated to New Zealand about 1000ybp and hold a genealogical view of their relationship to the unique indigenous animals, many of whom are held sacred (tapu) as ancestors. This understanding parallels the Darwinian evolutionary view that underpins the contemporary New Zealand conservation movement, arising from European science. The relatively recent settlement of New Zealand also makes apparent the ecological damage that both cultures have inflicted on the indigenous biota, leading both cultures to commit to ecological restoration programmes. Young New Zealanders develop this environmental ethic in many ways: subliminally, through identification with national symbols such as the kiwi; economically, as New Zealand’s primary sources of national wealth arise from healthy nature (farming,forestry, fishing, tourism); and formally, through a primary and secondary education system that includes strong components of environmental education which we will discuss. New Zealanders are proud of their emerging national identity as a ‘clean green’ country and of the unique natural history of their country.
Biography: Professor Charles Daugherty is Assistant Vice-Chancellor (Research) at Victoria University of Wellington, New Zealand. Charles is Professor of Ecology and was Head of the School of Biological Sciences from 201 – 2006. Charles was a member of the Council of the Marsden Fund, New Zealand’s basic science funding body, and convened the Ecology, Evolution and Behaviour Panel from 2003 - 2006. After completing a PhD in Zoology at the University of Montana, Charles was awarded a U.S. National Institutes of Health Post-Doctoral Fellowship in evolutionary genetics at the University of Illinois. He subsequently held academic positions at the University of Illinois and Northern Michigan University, before taking up a lectureship at Victoria University of Wellington in 1982. Charles was a Visiting Professor of Biology at Penn State University in 1993-1994. His research interests include evolutionary ecology and genetics of vertebrates, and his publications contribute to an understanding of the population structure, genetic diversity, and conservation of native terrestrial vertebrates of New Zealand. In 1997, Charles was awarded a Personal Chair in Ecology at Victoria University of Wellington, and in 1999 he was elected a Fellow of the Royal Society of New Zealand. He is a Principal Investigator of the Allan Wilson Centre for Molecular Ecology and Evolution. In 2005, Charles was made an Officer of the New Zealand Order of Merit (ONZM) for Services to Conservation and Biology. For information about the Allan Wilson Centre for Molecular Ecology and Evolution, see this weblink: http://awcmee.massey.ac.nz/about_us.htm
Data enriched sustainability in a megabiodiverse world - Challenges and Potentials	1:30 PM Vishwas Chavan, Scientist Information Division National Chemical Laboratory Pune, INDIA
Abstract: Conservation and sustainable utilization of biotic resources calls for access to authentic, appropriate, accurate, up-to-date, and sufficient data and information related to various aspects associated and impacting them. However, in a mega-biodiversity world, most of which is either developing or under-developed, it is often observed that conservation efforts, as well sustainable use of biotic resources is often ignored. One of the major reason for this, I believe is unaccessibility to data and information. This is contrary to fact that wealth of data is available on various aspects of these mega-biodiversity ecosystems. However, they being distributed isolated and in non-interoperable formats, make it impossible for its stakeholders to access it, when it is most needed. In my presentation, I would be discussing major challenges in ensuring access to data about biotic resources, one of them being absence of infrastructure that could facilitate efficient collation of data and its analysis. In addition, in mega-biodiversity world, data management is not treated as scientific activity, and thus often gets least priority. However, current political and scientific advancements unfolds great potentials to undertake informatics activities in collating and disseminating this vast data and information, which can lead to sustainable utilization of the biotic resources. I shall attempt to put forth these potentials with the help of experience of leading biodiversity and eco-informatics activities in mega-biodiversity and developing nation like India. It is my belief that biodiversity information management would contribute towards economic growth, ecological sustainability, and social outcomes through increasing the utility, availability and completeness of new and existing biodiversit y and ecosystem information resources.
Biography: Vishwas Chavan leads biodiversity and eco-informatics initiative at the Chemical Laboratory, Pune, India. Vishwas has been working on issues related to biodiversity informatics for past 18 years. His contributions and leadership has earned him several recognitions. He received Fulbright Professional Fellowship in Information Science and Technology, as well Royal Netherlands Fellowship. IndFauna, electronic catalogue of known Indian fauna developed by his group has been awarded with the AIF MANTHAN Award 2006 in the e-Environment category. His leadership has earned his memberships of several professional bodies. He is current Chair of the Outreach and Capacity Building committee of the Global Biodiversity Information Facility (GBIF), as well Chair of the Ocean Biogeographic Information System’s Managers Committee. In 2006, he has been elected as Fellow of the Maharashtra Academy of Sciences.
Engaging Students in Sustainability Issues: Investigative Cases, Tools and Data	2:00 PM Dr. Margaret Waterman Professor of Biology & Director, Center for Teaching and Learning, Southeast Missouri State University Cape Girardeau, MO and Associate Director, BioQUEST Curriculum Consortium
Abstract: Ideally students would participate directly in projects that result in products or actions that enhance sustainable systems. This ideal situation will not be possible for most students, however, who will learn about sustainability, briefly, in an academic or school setting. There a different sort of experience will be needed in order to engage students in the kinds of decisions they will have to make outside of school. In this session, we will describe and illustrate the use of investigative cases for engaging students with realistic situations, real data and scientific tools related to decisions about sustainability. A fruitful approach for engaging people in complex and meaningful decision making is to use realistic situations, or cases, which provide a context and setting within which learning occurs. Such contexts can be tailored to the students. For example, students living in the rapidly growing cities of the US southwest might be interested in sustainable water resources and building practices. In certain agricultural areas, the presence of large scale farming and its attendant waste management problems will be relevant. The chosen case is, then, a means of engaging and focusing students while serving as a foundation for subsequent inquiry and learning. Students would then be introduced to relevant tools, simulations, models and data sets which they can use to investigate their questions and develop rational decisions. In response to the case learners might prepare a briefing paper for a member of government, for example, or an educational pamphlet for consumers, a report of sustainable techniques for a business; or a proposal for a new policy. In any event, investigating realistic cases with the tools and data of science will provide a way to teach about sustainability in academic settings.
Biography: Dr. Margaret Waterman (Ph.D. Cornell University) is internationally recognized for her work on Problem Based and Investigative Case Based Learning (ICBL) in the sciences. With collaborator Dr. Ethel Stanley of the BioQUEST Curriculum Consortium, she has developed ICBL approaches and materials and conducted grant-funded research and development including a project with Brazilian teachers. They have published a book of investigative cases for undergraduates (Biological Inquiry, 2005) as well as more than twenty papers and book chapters on the subject. Dr. Waterman works with science faculty on developing materials and approaches for using ICBL at colleges, medical schools and research universities. In addition to numerous presentations at scientific and education organizations in the U.S., Dr. Waterman has presented on Investigative Case Based Learning at the IUBS BioEd2000 conference in Paris and in Peru at the 2006 International PBL conference. She taught biology at Emory University and did faculty development at the University of Pittsburgh and Harvard Medical School before returning to undergraduate education at Southeast Missouri State University where she is a Professor of Biology.
2:30 – 3:00 p.m. Break
Towards a New Generation of Naturalist Citizens: INBio’s Bioliteracy Program	3:00 PM Natalia Zamora Director National Biodiversity Institute (INBioParque) Costa Rica
Abstract: The National Biodiversity of Costa Rica, INBio, has established a bioliteracy program that aims at developing a new level of awareness about the value of biodiversity in all Costa Rican citizens. Bioliteracy is “a process that departs from a vivid learning that lasts a lifetime and allows a person to value biodiversity, to adopt an ethic of respect for and to assume his/her responsibility in the management and conservation of all living organisms and their ecosystems. Only this way, behavioral changes that favor a harmonious relationship with nature and a human sustainable development will be achieved.” In this talk, we illustrate how INBio is developing some innovative educational tools to support Costa Rica’s national biodiversity conservation and sustainable development efforts.
Biography: Currently Doctorate Candidate in Environmental Education at Universidad Autónoma de Madrid, Spain. Holds a Masters degree in Environmental Education and Communication from the College of Forestry, Wildlife and Range Sciences at the University of Idaho, USA, and a Bachelor’s Degree in Collective Communication Sciences from the University of Costa Rica. Her working experience ranges from areas such as education, public involvement, management and product development to communications and international consulting. Her career at Costa Rica´s National Biodiversity Institute (INBio), started in 1995 as Communications Officer, and one year after was appointed Social Outreach Coordinator, directing INBio´s Education and Training Programs, as well as the scientific and educational Editorial. She directed the development process of INBioparque, a 20 acre biodiversity park and interactive museum, house of Bioliteracy in Costa Rica. She has been General Manager at INBioparque for six years. She also has the experience in training teachers in environmental education methods. Ms. Zamora has worked as an International Project advisor and consultant for the United Nations Development Program (UNDP), United Nations Office of Programme Services (UNOPS), the Norwegian Nature Research Institute, USAID and World Bank among others.
Practising Education for Sustainable Development through Environmental Action Learning : A case of Eco-schools in Kenya	3:30 PM Dorcas Otieno, Director Kenya Organization for Environmental Education
Abstract: Practising Education for Sustainable Development through Environmental Action Learning: A case of Eco-schools programme in Kenya. The Eco-schools programme in Kenya has proved to be an effective strategy for poverty reduction. Poverty in Kenya is prevalent and manifested through lack of enough food, disease, high level of unemployment, lack of access to business credit/loans, Lack of enterprise, unsustainable – project and investment initiatives and the natural resources that have been seriously impacted on by human activities, increasing population pressure and socio-economic activities. The Eco-schools programme uses schools as spring-boards for reaching communities to demonstrate the link between environment development and underdevelopment while addressing poverty related problems, it offers a flexible way of supporting environmental education processes at school level through integrating development experiences with classroom studies and applying sustainability principles and guidelines to the day-to-day running of schools. In this way the Eco-Schools programme assists learners to take action in solving real existing environmental problems while planning in advance to prevent future advent of adverse environmental impacts. Demonstration projects act as a source of income hence alleviating poverty while at the same time creating awareness and providing skills for sustainable resource utilization and conservation.
Biography: EDUCATIONAL AND PROFESSIONAL COMPETENCIES AND SKILLS PhD – The importance of a Dynamic School Curriculum in the promotion of Environmental Ethics in Kenya Schools, 2002, Kenyatta University. Master of Education (M.Ed.) Environmental Education,1990-1992: Kenyatta University. Bachelor of Education, (Arts) Upper Second class Hons. 1977-1980 University of Nairobi. SUMMARY OF PROFESSIONAL SKILLS, EXPERIENCE & EXPERTISE Management & Coordination skills: Executive Director. Kenya Organization for Environmental Education Chair person, National Environment Management Authority of Kenya. Senior Lecturer: Department of Environmental Planning and Community Development, Kenyatta University Programme Development and co-ordination Technical and logistical advisor Information and Networking Supervisory skills Organization skills for Training Supervision and examination of research and practicum projects at the University Research, and advocacy Networking Published Books, Guides and Training Tools on Education for Sustainability Consultancy and community based work on project design and management, training.
Teaching and Mediating Sustainability Science	4:00 PM André Giordan, President, IUBS Commission on Biology Education and Founder and Professor, the Laboratoire de didactique et épistémologie des sciences (LDES), University of Geneva, Switzerland
Abstract: Today Education for Sustainable Development is not, if indeed it ever has been, just one “thematic” biological education among many. It is a vital and basic education for the contemporary world, a primary feature of global education with the widespread vocation of being a place of freedom that induces involvement and the desire to change the problematic situations. Education for Sustainable Development invites us to reconsider and restore our biological education. Biologists have an essential role to play, but it is necessary to analyze the nature of their role carefully. Biological education is important, but increasingly, improving knowledge about the issues is not the only way in which ideas, problems and questions should be addressed. At the light of the past innovations and evaluations, the presentation will explore the diversity of approaches, strategies and possible themes. New models of learning will have to be promoted. Two points are crucial if Education for Sustainable Development is to make progress in the world. The first is intensifying research on biological education: - research as a support for changing biology school curricula. - research on what the general public and students believe, on the perception/knowledge and awareness of the environment. - research as a tool to identify the appropriate methodological choices for effective and pertinent education, specially on implementing systemic analyze, pragmatics and ethical ways. The second is training the biological trainers. Training the trainers is a crucial point for effective/efficacious dissemination of sustainable development education. By trainers we do not only mean teachers of biology. Particular attention must also be given to those who work in lifelong/lifewide learning: educators working in associations and cooperatives, people working in museums and other places of knowledge, heads of companies, media consultants, journalists and other experts who manage training programs, etc. Different tools and resources will be presented to this end.
Biography: André Giordan is a biologist specialized in the physiology of regulation as well as in science didactics and epistemology. Former primary and secondary school teacher, former youth club leader, he is currently Professor at the University of Geneva, where he founded the Laboratoire de didactique et épistémologie des sciences (LDES). He developed research on the elaboration and appropriation of scientific and medical knowledge and is particularly recognized for his original learning model, the allosteric learning model and for his physionical approach which introduced new ideas to the field of learning companies. Currently president of the Commission of Biological Education (IUBS), he is also consultant for numerous international organizations and companies, author or editor of thirty books and of popular science articles. Moreover, he participates in the conception and implementation of museums, exhibits, television programs, teaching materials, and multimedia productions in the areas of science, health and the environment.
4:30 – 5:00 Panel Discussion and Conclusion of the Session