Recommendations by wuzhenguang


									Feedback from Critical Advisors Who Attended June MSE Meeting

Summary of Monday Recommendations .................................................................................. 2
First Tuesday Morning Writing Request .................................................................................. 3
Second Tuesday Morning Writing Request: Question 1 ............................................................. 13
Second Tuesday Morning Writing Request: Question 2 ............................................................. 18
Second Tuesday Morning Writing Request: Question 3 ............................................................. 21
Second Tuesday Morning Writing Request: Question 4 ............................................................. 25
Evaluation of June 7-9, 2009 Meeting ................................................................................... 27

Note: Summaries of the writing requests are supplemented with comments from the
meeting notes as appropriate (and noted accordingly).

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                         Summary of Monday Recommendations

Group 1. The Curriculum
What is meant by ―the curriculum‖: The arena we are working in with respect to STEM curriculum: big
questions (admittedly with uncertain boundaries), capacities, concepts, and learning experiences integrated
across undergraduate, professional programs, and graduate school.

Recommended actions:
   1. Entice faculty to recognize the sustainability challenge and opportunity and become motivated to
      become part of a new community of scholars that focuses scholarly practices on emerging global
      issues and ways to address them.
   2. Entice faculty members to use T&L (teaching and learning) resources that are appropriately
      targeted…..figure out ways to share resources for faculty in a way that does not overwhelm them.
   3. Foster incremental change.
   4. Use a multi-pronged systems approach.

Group 2. Creating a Supportive Environment

   To leverage desired change:

      N1           Influence the priorities of funders, private, and public.
      N4           Influence and facilitate the collaboration of disciplinary societies, professional
                   associations, accrediting agencies, and national HEAs.
      N3/NS1       Build a groundswell for change by engaging policy and opinion leaders and opinion
                   makers (e.g. NGA, media, mayors, students)
      N7/N6        Identify and connect with existing and emerging compatible efforts.
      A3           Ensure that evidence of the impact of the campaign is visible and compelling.
                   Here is the linkage to the suggestion from Monday morning that the campaign should
                   develop a dynamic ―sharing center‖ that measures, monitors, shares, markets, the good
                   emerging work.

Group 3. Faculty/future and current
   1. Build on and connect with expertise in disciplinary fields…and disciplinary associations, which do a
      good job of acting as a resource to current and future faculty members. Connect faculty via
      disciplinary meetings and also via technology-mediated approaches.
   2. Create a National Fellowship program that would recognize emerging leaders in STEM
      sustainability T&L, link them.
   3. ―Tweak‖ and/or build upon existing, powerful faculty development programs such as the HHMI
      ―scientific teaching network‖ and CIRTL initiative.
   4. Encourage ―faculty learning communities‖ such as the Lilly Teaching Fellows model.
   5. Encourage ―campus conversations‖ in the style of the Obama campaign’s house-party meetings and
      discussions of issues.
   6. Create a travelling show of powerful, effective approaches and/or resource experts to work on
      campuses…a national resource.
    Theories of change ideas:

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    - Create communities and teams
    - Involve faculty and graduate students together
    - Bottom-up and top-down
    - Use advocates and champions
    Big Questions
    - What enhances the likelihood of faculty incorporating sustainability into their courses?
    - What ensures that programs will continue over time?

                          First Tuesday Morning Writing Request
Instructions: During the next 15 minutes, provide your ideas for a campaign approach that responds to and expands on
the material in Tab 5 in light of the work accomplished Monday.

I. Theories of Change from Particular Critical Advisors
     A. Jeanne Century
        A campaign approach should be created based on a clearly articulated strategy that this effort isn’t
         quite ready to create. So, I would begin with a strategy development process guarded by some
         principles. Some of those principles might include
             o clear, focused messages;
             o realistic goals- achievable goals that are guided by a broad vision; and
             o collaboration and coordination to leverage efforts.
        Another premise for guiding this strategy development may be one I’ll call forest and trees. There
         might be a strand of the campaign focused on the ―Forest‖: messaging, communication, support- a
         ―node‖ of growth and development And then ―Trees‖: specific concrete strategies that build on
         what is known and take advantage of the skills and expertise individuals involved bring to the table.
        Then, I would suggest a third element of the plan that will be essential for sustaining the effort and
         contributing to knowledge in the field: an explicit research and reflection design that entails
         regularly assessing the status of efforts, adjusting them, enhancing then, and eliminating them and
         documenting and communicating those changes. Without this, the campaign strategy will be one
         for a ―static‖ world instead of a dynamic world.
        So, back to the beginning- with 3 principles (at least) a 2-prong approach, and a learning and
         improvement infrastructure in mind, the first step is strategy development. Taking into account
         what has already been articulated, a plan might start with:
             o Assess potential collaborators and decide which to engage first, how and why. Make sure
                 to look outside of the usual suspects; access K-12, informal, other disciplines.
             o Consider ―forest‖ as creating supportive environment and trees as faculty and curriculum
                 (these overlap)

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         These inform one another- guided by principles:
     Forest  Collaborators  Messaging  Existing meetings  Youth community
                         ↓             ↑         ↓        ↑          ↓          ↑
         Trees  Campus conversations  Course development  Traveling show
                                 ↓                         ↓                         ↓
                                    Assess, revise,           Assess, revise,            Assess, revise,
                               refine, reflect            refine, reflect               refine, reflect

    B. Jim Elder
         Be opportunistic (responsive to emergent events).
         Draw upon our existing resources (human) and interests to drive us to the next step.
         Theory of change:
             1. To achieve our vision, we must change curriculum
             2. To change curriculum, we have to change faculty behavior
             3. To change faculty behavior, we have to change faculty norms and rewards
             4. To change faculty norms, we can _____. To change faculty rewards we can _____.
         We want to focus on changing mainstream education, not produce fringe, experimental change.
         Out biggest opportunity is in changing and mobilizing our own institutions
         We need to develop, support, nurture and train change agents

    C. Myles Boylan
We need to create new units with at least as much power as traditional departments to motivate faculty
and administrators to ―move‖ in new directions. These new units would focus on (a) science-based issues of
interdisciplinary approaches (research and ed.); and (b) effective instructional methods. These units would
draw on existing faculty and attract new faculty into an ―Evergreen‖-like structure, and progressively
capture freshman/sophomores/basic STEM (indecipherable).

    D. Ann Austin
          Think and plan in a systems approach:
               o Target individual faculty members
               o Develop strategies to foster campus-level work
               o Develop a national network of faculty
               o Develop a national network of associations and groups who share similar goals

   E. Uri Treisman (from phone call 6/15/09)
One way to engage especially younger faculty is to meet them where they are, and one place that faculty at
more selective institutions are is that they need good stories to tell themselves about why they and their

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institutions are doing good things. They need that especially now because these types of institutions
(especially the big public research inst) are becoming more selective, and many faculty and admins are not
especially happy with, and find hard to justify, the ―we are preparing the elite,‖ and ―we do abstruse
research that might be useful someday‖ stories. Thus, they may be especially receptive to making a
significant shift to sustainability education.

II. Goals and Outcomes
        Have a ―big hairy audacious goal‖: Integrate sustainability into STEM education at all levels from the
         classroom to the funders. (Blockstein)
        Goals and outcomes should precede funding. Outcomes should be few in number and tightly
         organized. (Albertine)
        Identify short and long term goals. (Austin)

III. Potential Target Audiences
     Critical Advisors mentioned faculty most often. Other potential target audiences included academic leaders,
     administrators, professional societies, and students.
        We need to target faculty to change how they teach and what students learn. (Greenwood)
        Focus on faculty who teach first and second year students, as these people are more attuned to what
         students want. (Carmichael, Tuesday morning breakout)
        Go through the professional societies for leverage (Boylan, Tuesday morning breakout)
        The three most important audiences are
            o Academic leaders
            o 1st and 2nd year STEM educators
            o STEM graduate students (Dunwoody, Tuesday morning breakout)
        Understand your target audiences. Exactly who are they? What beliefs about the topic do they
         already have? (Particularly important if, as is likely, a primary audience is STEM teachers.) What
         barriers do they perceive to curricular change? (Dunwoody)
        Encourage young people. I met one of the leading young sustainable business people in the Seattle
         region, Gabriel Scheer. His firm uses social networking and viral thinking and chaos theory to build
         campaigns. (Albertine)
        Mobilize students to generate demand for change in what faculty do. (Dunwoody)
        Don’t forget to engage concepts, people and organizations whose primary goal is equity and
         inclusion; we need all available talents, perspectives, and people to be a part of the future solutions
         that so elude us. (Musil, Stith)
        We need to learn to be inclusive without listing all that are in the tent--no one wants to read the
         list--but all want to believe that our ideas are being considered and used. (Stith)
        One area that seems manageable and meaningful is STEM PhD programs. Faculty and future faculty
         are the most direct and immediate way to influence student (and broader) attention on the ―green
         zone.‖ We at research extensive U’s have had modest success developing PFF, teaching certificate

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        and similar programs, and the adoption of a sustainability emphasis could follow. (Smith)
       STEM reformers like NST and HHMI grantees could easily use this to make STEM relevant to
        students, esp. beginning students. (Bruns)
       Faculty reside in the departments and that’s the level of change we should aim to get our arms
        around. (Bruns, Tuesday lunch group)
       Student organizations. (Kirwan and Smith, Monday morning plenary)

IV. Partnerships
       Enlist major higher education associations
            o ACE,
            o AACU
            o President’s Climate Commitment
            o LEAP
            o NGA to develop common standards
            o DAWS
            o HEASC (presidents and provosts)
            o STEM reform leaders
            o K-12 sector
            o US partnership for education for sustainable development
       Identify a set of more influential leading organizations to coordinate or sequence a set of activities
        that can bring nat’l attention to this work and momentum (as well as urgency) through national
        mtgs. (Musil)
       Create a manifesto with sign-on list of influencers in each academic discipline (Austin, Rowe)
       Leverage all good things already happening. (Narum)
       Another way to expand the Green Zone is though the current efforts and concerns about the ethics
        of research and professional responsibility, which can be framed in part on the Ecology- Economy-
        Equity triangle. (Smith)
       Convene representatives of many relevant groups and determine their interest and commitment to
        the goal of the campaign. Include science societies as well as disciplinary societies in humanities and
        social sciences) as well as K-12 and specific organizations already working on sustainability.
       I like the idea of continuing to connect to STEM reform since that is a well established base of
        faculty funders. I would urge that science be at the core but that connections for the campaign be
        clearly and purposely directed to interdisciplinary work, include systems, and connect the social
        and behavioral sciences, art and humanities. (Wolff)
       Work in part through instrumental intermediaries: professional societies, accrediting agencies,
        organizations like Debra Rowe’s and David Blockstein’s and others. (Greenwood)

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       AATP and the MAA are the biggest sources – faculty turn to these orgs to be au courant. Get
        credibility with the intermediary orgs that have the most credibility with the faculty we want to
        influence. (Kirwan, Tuesday noon group)

V. Changing the Curriculum
       Employ a system perspective of the curriculum that allows for reflection both within and across
        courses in an academic program and institution and sustainability and STEM. (Carmichael, Kezar)
       Curriculum is underaddressed and must be more central to campaign as a means to an end.
        Without this as strong component of campaign, we will miss the heart of the educational enterprise
        and focus of professional identities and nexus of many circles. (Musil)
       Adapt sustainable development/sustainability education into individual and departmental research
        and curricular work as a context for the study of their disciplines of fields of practice. (Ramaley)
       Could target general education to create a unified course/curriculum that includes life, physical,
        social science and humanities. (Bruns)
       This group cannot institutionalize curricula change within institutions directly. So we have to say
        we can help people who will do that. So our job is to get the resources together, and to catalyze the
        right conversations with the right people so that can take place. (Kezar, Monday morning breakout)
       We can worry about getting more STEM ed reform into the smaller sustainability community, but
        that’s not where the action is. The action is getting sustainability into the bigger STEM ed reform
        community. We don’t have the capacity to create our own STEM sustainability movement. (Elder,
        Tuesday lunch group)

VI. Communication & Crafting a Campaign Message
       Enable peer-to-peer communication. (Albertine)
       Provide lots of follow up. (Albertine)
       Use a virtual meeting space (e.g., wiki) to keep CAs engaged. (Albertine)
       Don’t forget to address the affective domain of your target audiences. (Wolff)
       Webinars might be useful way to reach influencers. (Mills)
       Use web portals to connect faculty across disciplines. (Austin)
       Use Obama campaign style of using internet to foster campus-level conversations among faculty &
        students & staff. (Austin)
       Just get started--and document what you are doing out loud and publicly. Public articulation forces
        clarity of mission/purpose and goals. (Century)
       Identify a set of STEM reforms, or typology of them, and decide how the concept of sustainability
        enhances and/or presents an innovative and effective opportunity to advance goals and objectives
        shared by the two communities. Be explicit and concise. Think ―elevator pitch.‖ Adjust the talking

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        points for various stakeholders and test them. (Carmichael)
       Fight the tendency to tell the whole story—what are the 128 words (Gettysburg Address) that will
        make our audience thirst to know more and want to buy in. (Rowe)
       Develop a very clear (short) statement of the goal of the campaign that will be understandable to a
        number of different audiences. (Austin)
       Develop and additional 1-2 page document goes into more detail about the goals; the audiences
        who should be interested; the overall strategies to reach the goals and the intended outcomes (short
        and long term). (Austin)
       Develop a case that sustainability and excellent STEM education needs to be everyone’s concern
        across disciplines. (Austin)
       Campaign needs a straightforward identity that transmits our vision and goals. This could include a
        logo (I think the diagram does this very well) and --like it or not--a slogan. (Bruns)
       Explain why there is a natural and mutually reinforcing synergy between STEM and sustainability;
        between STEM education reform and sustainability (these are two different things and would be
        directed to different audiences). (Greenwood)
       I do not like the name ―Mobilizing STEM‖ because it is one-directional. You want both to mobilize
        STEM to support to sustainability objective but also to use the sustainability objective to transform
        STEM education. The name must be two directional. (Greenwood)
       Work with sustainability media project (including blogs, etc.) already are working the American
        Marketing Ass. or the APA (Psychologists) (Rowe)
       I suggest multiple messages/tag lines for the campaign for the variety/subsets of your target
        audiences (Rowe)
       We need to develop clear shared understandings. Don’t start with hard and fast definitions
        (Ramaley, Monday morning plenary)
       Be sure to state what’s needed, and how this campaign fills that need. What’s the gap, and what’s
        the piece that’s needed that others are not already providing? How to avoid being a redundant
        additional piece. (Wolff, Monday morning plenary)
       ―Convene, catalyze, communicate‖ are our 3 C’s (in his group). Lots of groups are working locally
        and unaware of each other. Raise the visibility of the iceberg until it’s obvious that it exists.
        (Blockstein, Monday morning plenary)
       Decide what you want to sell, to whom it will be sold, and when you have sold enough (Zemsky,
        Tuesday lunch group)
       Don’t combine into one audience faculty and disciplinary organization intermediaries (Zemsky,
        Tuesday lunch group)
       We also need a short version of the campaign goals and strategies that we can give to busy people
        and that becomes a launch-pad for asking them what they can do in their own sphere to help.
        (Elder, Tuesday lunch group)
       We need a stand-alone message that appears on a web site (Kezar, Tuesday lunch group)
       Greenwood’s outline for a campaign document

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             o A.) Objective
             o B.) STEM and sustainability
                         Why there is a natural and mutually reinforcing synergy between STEM and
                      Why there is a natural and mutually reinforcing synergy between STEM education
                       reform and sustainability
             o C.) Targets
                         Change what faculty teach and what students learn
                         Text books
                         Introductory courses
                         Integrated curriculum
                         Articulated learning outcomes in terms of both STEM disciplines and sustainability
                       Formulate research questions for MS-, PAD- and faculty level research in STEM
             o D.) Instrumental Intermediaries:
                         Professional societies
                         Accreditors
                    State agencies
             o E.) Strategy:
                         Articulate a message- very important, need professional help to do it.
                         What will be done in short term and intermediate term
                         Organizational structure
                         Fundraising strategy
                         Need big-name people who will work to be the public face of fundraisers

VII. What the Campaign Should or Could Provide
       Early adopters need support, recognition, and money (Blockstein).
       Provide good examples of why this is intellectual exciting work (video, cases, etc.) and how it
        succeeds (Blockstein, Kezar)
       Develop materials (readings, provocative questions) that can be used to foster campus level
        discussions of faculty as well as students to discuss sustainability, (indecipherable) and relationship
        to the curriculum in STEM (as well as other courses). (Austin)
       Ideas and tools to provide to faculty through active and intentional introduction of materials and
        discussion into the professional journals they consider valid. (Ramaley)
       Make extensive curricular materials (e.g., readings, questions) for key courses in a number of fields
        (STEM and non-STEM). (Austin, Rowe)

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       As academics, we produce a product- is this the product that our customers want and need? What
        product should we produce that we know our customers will need but they don’t know it yet?
       Collect, organize, and distribute resources. Some core resources are probably already available
        somewhere (from lots of different disc associations, NSF projects, etc.)--just need to be collected,
        vetted for quality control, organized into logical form by core staff. (Mills)
       To provide models for the design and delivery of integrative learning using sustainability as a
        context for engaged learning; plus how to approach this; how to measure/assess learning; how to
        work across disciplines; how to connect to K-12 and to post grad experiences; and how to engage
        community partnerships. (Ramaley)
       List of near term, high leverage targets: text books, game producers, introductory STEM courses,
        statement of desired learning outcomes from perspective of STEM disciplines and sustainability,
        introduce examples of integrated STEM curriculum (Greenwood)
       Consider pilot projects defined so as to be perceived as relevant to disciplines- and institutional
        context. Define evaluation criteria and assess outcomes. Enlist groups to take these on.
       Put together a web utility/portal and get the intended audiences to go there. Get the professional
        org intermediaries to sell this portal to their people. There are web utilities that identify the
        characteristics of the user, and then market to these users. Consider using Google as our vendor,
        with its customer relations management (CRM) approach (Zemsky, Tuesday lunch group)
       A map of the STEM education reform community (Kezar, Tuesday lunch group)

VIII. Funding Considerations
       Funding campaign 3-5 more years would be good. (Wolff)
       Define campaign, then raise money is right order. (Kezar)
       It is very difficult to provide ideas for a campaign without knowing the budget for activity and the
        length of time (years) it will be in operation. (Kirwan)
       Primary focus of fundraising should be NST, NOAA, DOE, USED. (Kirwan)
       Developing individuals or companies is worth doing, but takes time and needs professional
        assistance. (Greenwood).
       Possible funders: 1.) STEM ed 2.) Industries that have impacted the environment and want better
        public relations (energy, chemical, financial) (Bruns)
       A focus on the concept of sustainability makes the credibility of campaign funders very important.

IX. Organizing and Staffing the Campaign
    CAs held different opinions about whether to form a 501(c)3:
             o Form separate 501c3 with staff of ~ 6 including fundraiser: $500 immediately, $1.3
                  million annually for a decade (Greenwood)

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             o Do not form a 501c3. Put grant into coalition of existing organizations such as AACU and
               AAAS. (Kezar)
             o Do not create another 501c3. Stay a project with all the flexibility, adaptability, and
               entrepreneurial capacity as possible. Continue as convenor/networking agency, organizing
               force for campaigns. It induces organizational competitiveness and could reduce the
               engagement and contributions you are helping to catalyze. You can have independence, a
               decent staff and funding using other 501c3 as your shelter/house. (Musil)
             o Do not start a new 501c3. There is too much good and credible staff already happening that
               can advance this work quickly and deliberately. Do not hire a professional fund raiser; you
               are in need of grass-roots ownership--champions among faculty who are pioneers in
               pedagogical transformation (real-world contextual life-long learners) and in
               scientific/technical areas relating to the wide world/sustainability—and in the need of
               advocates in position to authorize and support change. (Narum).
             o Next steps could be (1) define the financial need; (2) meet with fed agencies to gauge their
               interest; and (3) if federal funds are inadequate, consider creation of 501c3 and hiring a
               development officer to secure funds to fill the gap. Because sustainability is near and dear
               to hearts of foundations and some donors, may be some value in forming a 501(c)3 that can
               accept these gifts. (Kirwan)
       The details of the campaign must be adaptive. At this point what’s most important is a goal and a
        mechanism for ongoing engagement including community involvement. Also staffing and financial
        resources to carry out for the campaign. (Blockstein)
       The campaign needs a big tent but must keep focused. Existing organizations will try to get you to
        help them. Your objective is to get them to help you. You need to divert from your main path only
        minimally when you must to get them to help you. (Greenwood)
       This is doable with less than 5 staff: a leader, someone to answer questions from network, someone
        to research/create new resources, someone to be responsible for major initiatives. (Mills)
       I propose to offer the US Partnership for Education for Sustainable Development as the home
        organization for the campaign. The partnership is a 501c3 and online presence with resources. It
        has already established partnerships among early adopters within sectors, inc. k-12 and higher ed
        and has the opportunity for cross-sectoral partnerships. (Blockstein)
       House the campaign in AACU to leverage LEAP and PKAL. This is an excellent opportunity to
        build on campaign informed by humanities and social sciences as well as the sciences. We need an
        inspired new PKAL leader, and linking the missions could help. (Singer)
       I think you’d want to ensure some sort of autonomy, but also collaborate with a well-respected
        association. Their infrastructure/IT, etc. already is there, cuts down on admin. Makes this seem
        like a mainstream activity, rather than fringe. (Mills)
       Need to regularly engage a ―board‖ made up of many of the CA- type orgs. They are a key way to
        stay connected to existing efforts. May invite orgs to join effort with special status provided they
        commit to lead a piece of the strategy. (Mills)

X. Vision

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       Paragraph on top of page 5 is my candidate for a vision specific enough for people to: 1.) imagine
        what it would look like if realized and 2.) find the (power) where they presumably/collectively can
        make a difference. (Narum)
       The vision statement promotes a particular social agenda, and limits itself to interdisciplinary
        science – this is too restrictive, and leaves out those who want to remain focused in a discipline.
        (Greenwood, Sunday evening breakout)

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             Second Tuesday Morning Writing Request: Question 1
Instructions: What contributions to the “campaign,” both immediately and potentially in the longer term and I make? My
organization make?

Susan Albertine:
        ―I (and AAC&U) can share info, updates, and insights from the LEAP campaign, including out states
         initiative, which works with systems. We can do this immediately.‖
        ―I (and AAC&U) can share info on P16 alignment, new work now in planning with Achieve
         (American Diploma Project). This is part of my AAC&U assignment. You need briefing on
         emerging standards work (K12) in states and on new work ADP will advance in science.‖
        ―AAC&U’s work on Inclusive Excellence would be useful to you. We can share materials and
        ―I and colleagues working on the Educated Citizen and Public Health can keep you informed and
         connected as a collaborative investment in both public health and sustainability.‖

Peter Bruns:
        ―As you know, HHMI supports science departments to advance sci. ed. We currently have
         competition for R-I universities which allows proposals in all or any of 4 areas: 1.) student
         research, 2.) curriculum development, 3. faculty development, and 4. outreach. All of these areas
         could include and might be enhanced by inclusion of sustainability. We know who are going to
         submit a proposal (we invite and then require registration) so I can communicate this to all, as we
         just did for the AAMC report that just came out.‖

Adrianne Kezar:
        ―Happy to discuss strategy, tactics, and change ideas as move forward.‖

James Elder:
        ―I’d like to work on getting sustainability included in federal STEM legislation (and vice versa).‖

Sarah Mills:
        ―As I mentioned previously, I’ve worked on a national campaign before, and so might have some
         info that could be helpful. Also, I know of quite a few people who are working on the sustainability
         part of the circle. I’m not at the level to be able to make any sort of commitment on behalf of me
         entire organization, but AAAS may well be a good home for the campaign, as we are actively
         engaged in both circles. Shirley and Project 2061 on STEM reform side and me on the sustainability
         side. This would need to be taken up with Shirley (best from someone on the STEM circle—Mel,
         Miles, Jeanne, Judith, Brit?).

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Jim Stith:
        ―I will listen, will keep an open mind, will try to inform the big picture. Will try to understand the
         point of view of all my colleagues. Sausage is a good I enjoy—even when the ingredients are
         different! I will work to help the physics community feel ―ownership‖ of what we do and to feel
         empowered to participate.‖

Sharon Dunwoody:
        ―Communication scholars like me can contribute to the design and follow through of messages
         employed in a campaign such as this. I am not sure that we are unique in this regard; I suspect that
         some types of education scholars are also becoming adept at strategic communication. But the
         subset of comm. researchers who focus on strategic comm. (read ―persuasion‖) specialize in this.‖

Brit Kirwan:
        ―Since I am involved with various presidential groups (APLU, NASH, ACE, BHEF, etc.), I can be
         an advocate/spokesperson for the initiative. As Chancellor of a large multi-campus system, I can
         promote the initiative within the University of Md. System. Finally, as a person very involved with
         a Gov whose two main priorities are STEM and climate change, I can work with him to advance
         this agenda in MD and, through him, with the NGA. The UMS could be a ―test bed‖ for some of the
         programmatic initiatives coming out of this campaign.‖

Debra Rowe:
        ―I can work closely with or be part of core staff. Help convene, catalyze and communicate as
         appropriate. Bring DAWS disciplinary associations and resources to the table. Build into existing
         curricular efforts at DAWS, HEASC, AASHE. Help be spokesperson to many audiences including
         Comm. Coll Tech. My roles there are founder/facilitator (DAWS), co-coordinator (HEASC), and
         senior fellow (AASHE).‖
        ―The US Partnership of Education for Sustainable Development: My organization can: Bring those
         on staff at K-12 national associations infusing sustainability to the table in a more coherent way
         (e.g. AFT, AASA, NATA, AACTE…) Be a shell 501c3 that includes K-12/Higher Ed networks for
         sustainability and Informal Ed. More to discuss.‖

David Blockstein:
        ―Organizations: National Council for Science and Environment (NSCE), Council of Environmental
         Deans and Directors (CEDD), Council of Energy Research and Education Leaders (CEREL),
         Association of Environmental Science and Students (AESS), US Partnership for Education for
         sustainable Development (USP).‖
        ―Personal contributions: Continue as active member transitioning from critical advisor to partner
         (TBD). Participate in continued discussions of framing, strategizing, implementation.‖
        ―Organizational contributions:

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              o CEDD: Invite project leadership to present at CEDD meeting July 7-9. Communicate to
                env. Leaders at 160 colleges and universities. Provide examples of integration of sust. into
                STEM. Host workshops for other STEM fields. Create cyber enabled learning community
                focused on climate solutions.
              o NSCE: Provide venue to communicate with 20,000 scientists and people interested in
                science. Could also serve as Secretariat. Host website for campaign.
              o CEREL: connect with energy research and education.
              o AESS- Provide a body of faculty peers and opportunity for scholarly exchange.
              o USP- Serve as Secretariat or ―host‖ for campaign.

Susan Singer:
       ―I would be glad to serve as an ongoing liaison with the Academies Promising Practices work and
        other related BOSE activities. (e.g. our informal science learning report.)

Jeanne Century:
       ―The most immediate contribution is to speak about this group and this effort to others whose paths
        I cross. Also, when I am part of discussions about STEM and curricular reform in K12, I can raise
        sustainable development issues and the role they can play. Many of these are already present in pre
        K12 curriculum discussions and in fact in existing curricula, but they aren’t identified as such.
        Similarly—topics identified in pre K12 curricular discussions can be developed with more
        coherency if bound by ―sustainable development‖ ideas.‖

Myles Boylan:
       ―This is one of my important job functions; NSF can provide support for some of the campaign
        support needs—but—until we are authorized—we have inherent limits on supporting a campaign
        per se.‖

Bob Zemsky:
       ―We work on campuses—the alliance, convene roundtables, build strategic plans. To extend
        campaign moves onto campuses. We can be helpful.‖

Carol Carmichael:
       ―I am unsure how to respond in the absence of a more concrete framework for the campaign. I do
        have substantial experience with institutional transformation, faculty development and systematic
        curricular efforts in the context of STEM and sustainability. I would be happy to contribute where
        such expertise would be helpful.‖

Jeanne Narum:

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                  15
       ―Provide lessons learned from the 20 years/PKAL’s ―movement toward change‖—start small,
        listen very carefully to the community, engage young turks as leaders in the movement, find the
        right rhythm in being supportive and being ahead of the pack-etc .‖

Ann Austin:
       ―Contributions I could make—I’m willing to continue to contribute ideas about how to motivate
        and involve faculty members. ASHE (Association for the Study of Higher Ed) may have some
        members interested in doing research relevant to this project—e.g., How campaigns relevant to
        higher ed work (and don’t), case studies of curricular innovation, ethnographic studies by faculty in
        social sciences into work on involving sustainability issues in the teaching. I can be helpful in links
        with ASHE scholars.‖

Ted Greenwood:
       I would help think through the campaign strategy, connect you with my colleague, Kathleen
        Christensen, who has orchestrated and funded a strategy on workplace flexibility that has been
        successful. I would review documents, as a campaign strategy document. I would work with you to
        try to get funding from the Sloan Foundation.‖

Karl Smith:
       ―Great to learn that this group will NOT write a report. The BIG question is what is the alternative
        to another report. The recent ASEE project creating a culture for scholarly and systematic
        innovation in Engineering Education is an example of not just another report.‖

Ralph Wolff:
       ―My contributions would be:
           o At WASC:
                         Making sustainability more than financial survival at our annual meeting.
                         Encouraging institutions to make sustainability and or STEM reform a visible,
                          central theme in institutional accreditation—where each institution selects key
                          themes to address in its reform.
                         Discuss with my staff how we can make these issues more a part of team
                          training—perhaps a case study on program review or learning outcomes.
                         See if I can get sustainability issues incorporated into financial monitoring
                          discussions we will be having over the coming year to assess the impact of budget
                          cuts and promote new ways to think about redistributing.
                      Continue to explore conversations with members of my Commission about
                       scientific literacy and sustainability.
             o    AT CRAC: (Council of Regional Accrediting Commissions)
                         Discuss these meetings with the other executives to see if there is any interest in
                          working together.

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                        16
             o For the campaign:
                         Contributing however I might be asked. Participating in meetings, discussing these
                          issues with accreditors, professional societies and policy makers.‖

Judith Ramaley:
       ―I have been asked to chair the Policy subcommittee of the ACUPPCC steering committee. I will
        do my best to carry the Green Education budget. As a university pres. in MN SCU, I shall carry this
        agenda forward. I chair the University group this year and the Technology Committee of the
        Leadership Council (Presidents, Chancellors, Sr. staff). I also have accepted another term on the
        NSRC Advisory Council and will also join the Second Nature Board and will support the Green
        Zone agenda from those vantage points also (easy to do, of course.)

Caryn Musil:
       AACU’s contribution: We will continue to make this agenda more visible and work harder for the
        conceptual integration, access our program offices. With PKAL coming to live at AACU we will be
        in a position to exercise more nat’l leadership and expertise in the sciences, and I will work hard
        internally to be sure the new director is prepared to lead in this agenda and gets plugged into
        (illegible) though I hope we’ll get someone already knee deep in this area. Several key projects that
        already do but could do even more are (illegible) global work, public health work, and civic and
        democracy work. I will stream this network into International (illegible) as the civic resp and
        democracy that involves council of Europe where sustainability is a keen interest and we could
        learn from them. Not in HE and sustainability but in larger natural environment that supports it
        and raises acceptance. We are a natural (illegible) and will seek to be strategic through that
        planning. And we will talk about (illegible) of this language on our week campaign and provide
        talking points and examples of those who are the public face of LEAP to broad policies. I will also
        go back and discuss our dean of global initiatives who is also director of our annual meeting about
        how to organize national meeting of key components. We just did a day-long symposium of
        sustainability at our annual meeting where Stephanie P keynoted and Jean M. presented. I’d like to
        see if we could get some coordinated effort from the secretariat on this. I think we should seek
        funding for special issue of peer review for sustainability and STEM which are great campaign
        organizing tools and will solicit aid from ―Editor of Liberal Education‖ for articles there.

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             Second Tuesday Morning Writing Request: Question 2

What would I or my organization need from the small core staff proposed in the “Mobilizing STEM Education Campaign”
                                                document in Tab 5?

Susan Albertine:
       “I would like a virtual work space, probably a wiki or or both, where we can
        contribute work and collaborate.‖

Peter Bruns:
       ―We will have a meeting of our grantee program directors involved in pre college outreach this fall.
        We would include a session on this issue to rise awareness—I could use some suggestions.‖

Adrianna Kezar:
       ―I think my best role is to be a consultant to the small staff—I am too far outside science or

James Elder:
       ―Centralize communications capacity so I can get updates out efficiently.‖
       I absolutely need a list of societies with active education groups and of other places where we could
        find the STEM reform activists. (Tuesday lunch group)

Sarah Mills:
       ―To get this info more broadly out to AAAS members, some work on exemplary models would be
        helpful. Also, AAAS works based on external grants—even a small grant to do some work would
        help us further engage.‖

Jim Stith:
       ―A short case for why we should ―divert‖ energy from what we are doing (which we believe is very
        important) to take on this project. Most of my colleagues believe they are underresourced and are
        hesitant to take on new things. What is the ―sound bite‖ that gets their attention and makes them
        want to know more.‖

Sharon Dunwoody:
       ―Resources to pay for message design, including pretesting, dissemination and evaluation (over

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                        18
Brit Kirwan:
       ―Information, materials, web links that help tells the story of why and how this initiative must/can
        be carried on. Also, the staff should convene periodic meetings of people involved in this campaign
        so that we stay connected and current. Finally, the staff needs to point us to funding sources and

Debra Rowe:
       ―Collaboration—don’t create parallel efforts. Fundraising.‖

David Blockstein:
       ―Connection with core associations in STEM and higher ed. Convene, Catalyze, Communicate.‖
       ―Next steps: Create, draft, synthesis document, and summary. Preview by CA’s. Invite CA’s to
        decide whether they with to continue in the process (either individually or on behalf of
       ―Two levels of involvement- voluntary steering comm., supporter/worker. At this point the STEM
        community will ―own the product‖ and the process. I will make a decision on how to proceed.‖

Susan Singer:
       ―Excellent networked web presence—use SERC (PKAL has partnered with SERC for example)--
        don’t reinvent the wheel.‖

Jeanne Century:
       ―For now, in my context, my needs are mostly updates and communication.‖

Myles Boylan:
       ―Evidence of effectiveness (an evaluation component and measurable outcome).‖

Carol Carmichael:
       ―Need from staff? Don’t know.‖

Jeanne Narum:
       ―Depends on what the ultimate vision and goals and strategies are.‖

Ann Austin:
       ―What is needed from core staff: short, clear statement of purpose/mission; 1-2 page statement
        more fully explaining campaign goals, intended outcomes, partners.‖

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                  19
Caryn Musil:
       ―What we need: Continued engagement in course sector discussions. Funding support also helps
        dedicate staff and produces special things like ―PR‖ issues.‖

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                               20
             Second Tuesday Morning Writing Request: Question 3

  Whom else should the campaign staff contact as additions to the list of potential partners (beyond the organizations
                     represented here and at the May 11 meeting—see list, Tab 4.), and why?

Susan Albertine:
       “Need to connect with Jean Slattery, Achieve, who will be lead staff for their science work. Laura
        Slover attended May 11. Good to keep in touch with her as well as Jean.‖
       ―I mentioned in my other notes from this a.m. a firm of young cyber savvy entrepreneurs headed by
        Gabriel Scheer: green entrepreneurs who do campaign work. I have no idea what opportunity or
        cost, but I am sure you’d want to talk with Gabriel. He and I appeared on a panel discussion on
        sustainability at U Washington Bothell. I will be talking with him later this week and may refer
       ―There is a group of sustainability-focused humanities faculty who might already be connected to
        the WANS or AASHE networks, but I am not sure. Networking in the humanities would be a good
        idea. I need to go hunt them up.‖

Peter Bruns:
       ―A year from this fall we will bring the directors of all our undergraduate programs and again we
        could include a session on these issues.‖
       ―Many more science professional organizations. David Asai at HHMI ( could help
        here—he is organizing an effort to bring them into STEM ed in general.‖

Adrianne Kezar:
       ―There is a strong alignment between this and service learning which is why I gave this
        comparison—service learning is about learning in context, social justices and shares so many
        assumptions—can piggy back on those efforts. Loads of connections have been brought up—we
        need to map groups onto areas of leverage—glad you will be doing this. POD-Professional and
        Organizational Development Network. First year experience center. Campus compact. You are
        already linked into professional societies and associations.

James Elder:
       ―Mainstream STEM ed reform players.‖

Sarah Mills:
       ―AASHE has included ed and research targets within their new STARS campus rating system.
        Thought AASHE has currently little ed/STEM expertise, this is something they want to be doing
        and have connections to 20% of the nation’s higher ed inst. They should definitely be involved.
        Arizona State has also been doing lots of work on rethinking the university. Jim Bulger, special

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                                 21
        advisor to the president, is a great systems thinker and led the development of their school of
        sustainability. Pam Matson, Dean at Stanford. Highly involved in AAAS and NAS sust. research.‖

Jim Stith:
       ―I will need to get names—but I have always been impressed with the view of many of my Native
        American colleagues view of sustainability. This view would enrich our case. I still believe that
        those from the American Association of Physics Teachers should be in the group we reach out to.‖

Sharon Dunwoody:
       ―If you buy my earlier writing document about the likely need for transformative explanatory
        efforts, then whatever team tackles this job must include an expert in that area. That may be a sci
        comm. Scholar (Prof. Katey Rowan at George Mason U is best known) and/or a sci ed scholar with
        an explanatory focus. You also would benefit from someone at the nexus of communication and
        sustainability. Alas, I cannot provide names of relevant folks. There are certainly folks at the nexus
        of climate change and communication (see, for example, centers at Yale (Tony Lieberowitz (may
        have misspelled the last name) and George Mason (Ed Maibach). I do this to an increasing extent
        myself and hope to be more fully engaged in studying the role of social norms in climate change
        behavior shifts.‖

Brit Kirwan:
       ―Key federal agencies—NIH, NOAA, DOE, USED- represented so far. PCAST and the President’s
        Science Advisor. Presidential assoc- APLU, ASSCU, AAU, etc. Foundations with a declared
        interest in sustainability. Exxon/Mobil, Google, BP, and other major corporations that have an
        expressed interest in sustainability. NGA, NCSL and other such organizations that bring policy
        makers together. Staff of members of Congress with a strong interest in sustainability.‖

Debra Rowe:
       ―Contact me—list too long for here, made up of key players in existing networks.‖

David Blockstein:
       ―Talk with me later. I think that the key is to find several highly respected academic institutions that
        are well on the way to integrating sustainability into STEM, work with them, assist them, help
        them to communicate and work together and succeed. Then use these as showcase…‖

Susan Singer:
       ―Existing efforts and not add redundant layers. One approach: House campaign at AACU where the
        STEM ed strengths of PKAL can be leveraged and there is easy access to professional society
        partners and NRC. Link with Jim and Debra’s efforts that have strong sustainability credibility.
        They need to be at the core with both additional resources and staff.‖

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                     22
Jeanne Century:
       ―I’m not sure how to distinguish ―partners‖ from people to keep informed and communicate with—
        we’ve already talked about informal and K12 to keep communication open.‖

Myles Boylan:
       ―One possible way is to orchestrate the activities of existing organizations (such as those who came
        to the May 11 meeting)—play on the theme of ―united we stand.‖

Ted Greenwood:
       ―Entities that can help mobilize students to generate demand for the kind of STEM instruction that
        you want to promote. I am not sure what these entities are. There are minority organizations (e.g.
        SHPE, NSBE, AISES) but I do not know of others at the undergraduate level. The National Post
        doctoral Association might help, but they are not at the right level.‖

Bob Zemsky:
       ―No one else—you are already spending too much time contacting too many people.‖

Carol Carmichael:
       ―No additions come to mind.‖

Jeanne Narum:
       ―Lots of people already involved. Have the people already committed identify the young turks in
        their community with expertise in relevant issues (research, education, application) and hand the
        ball to that group to figure out the common language, etc.‖

Ann Austin:
       ―Other potential partners:
           o ―POD: Professional and Organizational Development Network. The professional society
                for professional developers, many of whom are already involved in sustainability education.
                This group can be the connection between curricular resources (for ex, if a national org
                develops such resources) and faculty who can use them. This group could also provide
                advisors with expertise in curriculum development and can arrange campus connections.‖
           o ―CIRTL: It would be excellent if doctoral student participants in CIRTL could develop
                curricular materials related to sustainability for the CIRTL teaching-as-research projects.
                CIRTL doctoral students could be invited to any meetings for the campaign. They would
                be useful ―group voices.‖

Caryn Musil:

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                    23
      Other groups: Organizations within science field in particular that were designed to enhance
       underrepresented racial minorities and (illegible) to go in and stay in and succeed in science field
       and that offer ongoing professional development networks. Organizational reps from national
       minority (illegible) organizations where lessons are to be learned about science and equity issues and
       for schools. Also Xavier or Dillard probably now faces a sustainability issue if they did not before
       Katrina. I will try to give this some more thought but have idea about mapping relationships. Just
       did a global pretrial for fourteen groups who do related but different things and they’re making of
       (illegible) more transparent. This could help us.‖
       Leon Lederman, Frank Rhodes (Cormell) who is already talking about sustainability, and Carl
        Wieman who has taken on whole universities with STEM education reform. (from Tuesday lunch
        group notes)

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                  24
             Second Tuesday Morning Writing Request: Question 4

 What relationships relevant to our vision are you aware of among the groups on this developing list? (This information
                        will help the campaign create a network diagram of potential partners.)

Susan Albertine:
        ―Relationships among green or sustainable business entrepreneurs (and business faculty) doubtless
         offer promise.‖

Peter Bruns:
        ―We could consider an article on the connection, convergence of sustainability in STEM ed in our
         HHMI Bulletin which reaches many scientific educators. I will have to talk with our
         communications people—we would then need a good writer.‖

Jim Stith:
        ―Need to think more about this one!‖

Sharon Dunwoody:
        ―Climate change groups talk to each other, probably in ways similar to sustainability groups.‖

Debra Rowe:
        ―Visions are the same as discussed here for the key players I refer to in question three. Relationships
         too complex to describe here.‖

Susan Singer:
        ―Need a place at the climate change round table at the NRC—contact Jean Moon. NSF-DOE clean
         energy education. Important to link with state initiatives, e.g. AVRI and MN renewable energy
         round table in Minnesota. Link with new standards efforts: voluntary state effort, new revision is
         likely going to happen at national level (information should be available within the month).‖
        ―There is currently no online resource for high school students looking for colleges with
         sustainability programs. (I checked with David Blockstein and others.) This is a real need.‖
        ―Partner with NABT and NSTA. Link with Tuning project-MN, Utah, Indiana.‖
        ―Link with HHMI- what about finding a way to work with HHMI/Academies summer institute for
         R-I biology faculty.‖

Myles Boylan:
        ―Not many—yet I think many do exist! A social network analysis would be useful.‖

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                             25
Karl Smith:
       ―The design community (architects, industrial design, etc.) and especially design intellectualists and
        the trade-off.‖
     Drawing of a triangle: At each point it says one of the following words: ―Ecology, Equity,
Bob Zemsky:
       ―N.A.‖

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                            Evaluation of June 7-9, 2009 Meeting

   From your point of view, what has this meeting accomplished either for you personally, or for the group as a whole?
        ―Excellent extraction from slough of despond and on, again, to hope. You led well.‖
        ―Very much shaped the issues for me and give me good ideas for my own work.‖
        ―I have learned a great deal more about the STEM education movement.‖
        ―We made sustainable progress toward articulating the goal(s) and figuring out action stages. The
         ideas offered in the last session are substantive and can be organized into specific next steps.‖
        ―Greater clarity, continued momentum, expanding creativity, sense of compelling purpose.‖
        ―More definition of STEM reform and sustainability. Better clarity on vision and necessary
         conditions. More focus on where to target campaign. Leverage points have been identified.‖
        ―Meeting #2 got us a lot closer to strategic clarity and plans.‖

What had you hoped would be, but has not been, accomplished?
        ―Tighter vision and stronger narrative of success.‖
        ―An organization with clear functions, although I acknowledge that this expectation is unrealistic.
         But it is still a hope for next steps.‖
        ―I wished there were a better sense of how and when this campaign will launch.‖
        ―I had hoped for more clarity of focus—that has been accomplished. I also have appreciated the
         opportunity to be part of such a terribly important movement. Thank you.‖
        ―The curricular discussion was a bust and as a member of that group I bear some part in not figuring
         out how to rescue and re-focus it. Since that is such a central component of area of work, it remains
         an unfinished keystone for the campaign.‖
        ―The detail tactics but not sure this group can do this work. Mapping existing efforts—we started
         but should be done in writing—prior to meeting. In general—materials need to be developed that
         are resources for campaign. Happy to discuss.‖
        ―You can’t get far enough in a few days to provide sufficient clarity for next steps. So good luck!‖

Please provide any other final comments you wish to share with the people who will take up the campaign work.
         ―I think it is very important with whom you align yourself (i.e. mainstream, respected orgs.) and
         the type of leader you choose. I’d be sure that it’s someone who believes in collaborative rather
         than coordination—not someone who has a personal agenda to push.‖
        ―I think preparing a clear statement of overall purpose and goals will be very important. Such a
         statement can then be shared widely.‖

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                                 27
       ―I reiterate my awe at the intellectual, pedagogical, and organizational advantages of the plan my
        group and recognize some of labor that has demanded of each of you professionally and personally.
        WE are in your collective debt. To the five wondrous, wise, feisty women who first conceived of
        this, we would have never lost Eden had you been around. You would have figured out how to pick
        those apples of knowledge, plant orchards, and bake apple pies!‖
       ―This group is too large and diffuse to get into detail planning of tactics. Think you have gotten as
        much out of this group as you can. Learn from it that challenges we faced will return as campaign
        moves forward—for example—precise definition of vision goal needed, people do not clearly
        understand, people have different strengths, draw on those.‖
       ―Good group and a pleasure to get to know individuals I had not met before.‖

4fcab208-bac4-4e5c-ae7a-7c47d8afdb75.doc                                                                        28

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