RCE Grand Rapids-2014
1. Name of RCE :
Grand Rapids UNU RCE
2. Continent:
Americas
3. Country:
United States
5. Project Title:
ESD + SD Skillsets = Jobs in the New Economy
7.Project Partner Contact Information Provide information about the main contacts for the project. :
Organization:
Grand Valley State University
Role:
Project Research and Coordination
Main Contact:
Norman Christopher
9. Project Description Provide a short description of the project including regional challenges it addresses, its aims as well as project activities/strategies Allow text field (character count 500 words):
The original project started in 2011 with the desire to track sustainability related jobs both at a national level and a local West Michigan level. The government had developed a national data base of “green jobs”. This project developed out of the concern for liberal arts students, such as those at Grand Valley State University [GVSU], finding jobs in the “New Economy” in West Michigan upon graduation. During the last 5-6 years our economy has gone through a deep recession with the result of a smaller overall workforce that demands multi-skilled workers, not necessarily entry level employees with just a degree to offer.
Colleges and universities now see themselves in a different role as well. Academic institutions must now provide leadership to catalyze and capture the full potential of their university. Besides developing the necessary pedagogy for cutting edge undergraduate and graduate degree programs, colleges and universities must also develop the required talent pool for their respective local and regional economies and be able to connect the students with quality place based job opportunities. In the case of GVSU the University generates ~ $725 MM of annual economic impact to the West Michigan region, including having over 100,000 alumni. Annually, GVSU is able to retain ~85% of its students in West Michigan upon graduation through gainful employment.
However, there is an increasing concern with students that are interested in sustainability, have taken educational for sustainable development [ESD] curriculum, and have a liberal arts or interdisciplinary studies undergraduate degree that they will be unable to find a meaningful job in the “New Economy”. Questions have arisen as to whether undergraduate students should first enter graduate school to obtain more specialized ESD education and if so in what ESD discipline?
As a result, surveys in West Michigan were undertaken with several different groups. The first survey dealt with GVSU students who were expected to go on to graduate school and what would be there expressed interest in specific ESD graduate program areas? A similar survey was undertaken with GVSU alumni who also provided their interest in returning to GVSU to pursue a graduate degree program in sustainability along with their specific fields of interest. The third key survey was undertaken with local employers in West Michigan, including organizations in the public, private, academic, and service sectors, as to what sustainability and interdisciplinary skillsets were critical for entry level employees to have.
All of the survey information was compiled and developed into a hierarchy model of required competency and skillsets that students can now address and build capacity for during their undergraduate years at our University. The skillset model is applicable to any college or university and builds upon personal, academic, workplace, technical, occupation, and leadership skillsets.
Colleges and universities now see themselves in a different role as well. Academic institutions must now provide leadership to catalyze and capture the full potential of their university. Besides developing the necessary pedagogy for cutting edge undergraduate and graduate degree programs, colleges and universities must also develop the required talent pool for their respective local and regional economies and be able to connect the students with quality place based job opportunities. In the case of GVSU the University generates ~ $725 MM of annual economic impact to the West Michigan region, including having over 100,000 alumni. Annually, GVSU is able to retain ~85% of its students in West Michigan upon graduation through gainful employment.
However, there is an increasing concern with students that are interested in sustainability, have taken educational for sustainable development [ESD] curriculum, and have a liberal arts or interdisciplinary studies undergraduate degree that they will be unable to find a meaningful job in the “New Economy”. Questions have arisen as to whether undergraduate students should first enter graduate school to obtain more specialized ESD education and if so in what ESD discipline?
As a result, surveys in West Michigan were undertaken with several different groups. The first survey dealt with GVSU students who were expected to go on to graduate school and what would be there expressed interest in specific ESD graduate program areas? A similar survey was undertaken with GVSU alumni who also provided their interest in returning to GVSU to pursue a graduate degree program in sustainability along with their specific fields of interest. The third key survey was undertaken with local employers in West Michigan, including organizations in the public, private, academic, and service sectors, as to what sustainability and interdisciplinary skillsets were critical for entry level employees to have.
All of the survey information was compiled and developed into a hierarchy model of required competency and skillsets that students can now address and build capacity for during their undergraduate years at our University. The skillset model is applicable to any college or university and builds upon personal, academic, workplace, technical, occupation, and leadership skillsets.
11.Provide references and reference materials (possibility to upload additional documents (up to 8mb):
12. Duration of the Project Start Date: End date::
Thursday, September 1, 2011 to Wednesday, October 8, 2014
Describe Coordination and management of the project. Please also reflect how the RCE as a network organization has contributed to the project and the challenges involved, if any. Character count 400 words :
GVSU is piloting this project for the West Michigan community. Members of the Community Sustainability Partnership [“CSP”] (www.grpartners.org) in Grand Rapids provided the survey data to develop the ESD platform of academic pedagogy and required employer skillsets for obtaining jobs in the New Economy. These community members came from the public, academic, private, and service sectors in West Michigan. This capacity building organization has over 250 organizations that are endorsing partners that openly develop sustainability plans and report their sustainability progress. The CSP and the City of Grand Rapids received the Grand Rapids RCE designation in 2007. GVSU has coordinated the project activities to date but is building partnerships with others in West Michigan to develop the ESD platform and skillset competency model further.
Ball State University (BSU) in Ohio provided a general overview to GVSU of an independent study their university conducted on the required interdisciplinary skillsets that employers were looking for with prospective new hires as well as with current employees. These skillsets were complementary to the ESD skillsets determined in the GVSU community surveys with students, alumni, and employers in West Michigan. The BSU community survey had a base of over 10,000 national and regional employers.
Additionally, other supporting information can be found at:
• Employment in Green Goods and Services report in the United States from the U.S. Bureau of Labor Statistics and the Department of Labor (www.bls.gov.green)
• U.S. Employment and Training Administration’s Competency Model Clearinghouse (www.careeronestop.org/competencymodel/)
Ball State University (BSU) in Ohio provided a general overview to GVSU of an independent study their university conducted on the required interdisciplinary skillsets that employers were looking for with prospective new hires as well as with current employees. These skillsets were complementary to the ESD skillsets determined in the GVSU community surveys with students, alumni, and employers in West Michigan. The BSU community survey had a base of over 10,000 national and regional employers.
Additionally, other supporting information can be found at:
• Employment in Green Goods and Services report in the United States from the U.S. Bureau of Labor Statistics and the Department of Labor (www.bls.gov.green)
• U.S. Employment and Training Administration’s Competency Model Clearinghouse (www.careeronestop.org/competencymodel/)
14. What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)? Character count 300 words:
A presentation, dialogue, and conversation summarizing the overall results of the interdisciplinary skillsets and ESD skillsets has been shared with a selected group of University students and faculty members, as well as local organizations and employers in West Michigan. The Office of Sustainability Practices at GVSU also shared an overview of the required ESD skillsets with the faculty oversight committee at Ball State University. This community dialogue has opened a number of additional conversations with local leaders who are now focusing on new programs and activities such as Talent 2025. In 2013 I authored a book, Sustainability Demystified – a practical guide for business leaders and owners (ISBN 978-1-6145-307-76). The book written in the style of a business or organizational style, highlights ~24 sustainability best practices in West Michigan and Michigan, each with expected results and benefits and a local case study.
15. What are the expected/confirmed outcomes (e.g. impact of the project) Character count 400 words:
The presentation and discussion has spawned a number of additional campus programs and activities as well as within the community. The confirmed outcomes are several fold. First, college and universities need to do work closer with local employers to better understand the required ESD and interdisciplinary skillsets for employment. Secondly, employers expect that new hires will have acquired and demonstrated these technical and occupational skillsets. Third, colleges and universities need to develop and offer the appropriate ESD platform for their respective college. The Princeton Review in the U.S. has conducted exit interviews among high school students expecting to enter college. For the last 5-6 years, this survey has indicated that ~ 65% of these students will have their decision influenced by whether that college or university offers environmental sustainability education.
Some colleges offer sustainability degrees. Others such as GVSU have taken a different route to ESD. To that end, GVSU, a liberal arts university with 25,000 students, continues to develop ESD education in the form of sustainability related majors and minors such as with Environmental Studies and Natural Resource Management. Also, the University offers a number of sustainability emphases, such as with an undergraduate liberal arts degree with an emphasis in sustainability and a graduate MBA program with an emphasis in sustainability. Our University also provides ESD education in the form of sustainability certificates, such as with a graduate MPA program, and with an innovative green chemistry certificate, one of the first in the US. Today, an estimated 15% of all GVSU undergraduate student credit hours are taken in ESD related curriculum.
A fourth outcome is that colleges and universities must continually develop place based experiential learning for ESD through student intern and student associate positions in the marketplace where these students can learn, master, and demonstrate performance in ESD technical and leadership skillsets.
Some colleges offer sustainability degrees. Others such as GVSU have taken a different route to ESD. To that end, GVSU, a liberal arts university with 25,000 students, continues to develop ESD education in the form of sustainability related majors and minors such as with Environmental Studies and Natural Resource Management. Also, the University offers a number of sustainability emphases, such as with an undergraduate liberal arts degree with an emphasis in sustainability and a graduate MBA program with an emphasis in sustainability. Our University also provides ESD education in the form of sustainability certificates, such as with a graduate MPA program, and with an innovative green chemistry certificate, one of the first in the US. Today, an estimated 15% of all GVSU undergraduate student credit hours are taken in ESD related curriculum.
A fourth outcome is that colleges and universities must continually develop place based experiential learning for ESD through student intern and student associate positions in the marketplace where these students can learn, master, and demonstrate performance in ESD technical and leadership skillsets.
16. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count 200 words.:
One continued outcome for GVSU is the importance of global impact for our students. This academic year, the University will be developing design thinking as a skillset for all of our students across all of the 8 colleges at the University. Design thinking and sustainability skillsets are very complementary and intertwined. This new University initiative will enable ESD to be continually leveraged and embedded within our curriculum and experiential learning outcomes.
17. What are the remaining challenges and/or limitations for further development? Character count 300 words.:
This project is beginning to gather momentum on campus and in the community. There are several ongoing challenges. The first is to determine whether this project should be a standalone project or whether this project should be included as part of another University initiative or community based project. Also, the long term funding for this project has not been determined. To date shared community and university resources have enabled the project to continue and succeed.
18. What is the project’s contribution to innovative and transformative educational processes for sustainable development (especially regarding formal and/ non-formal learning/research)? Character count 500 words:
GVSU has been on a concerted sustainability journey for the last 10 years. The University has gone through several sustainability phases among faculty, staff, and students including: awareness; understanding; application; and progress. During this timeframe the University has been able to focus on a number of key application areas for sustainability including: education, food, waste, energy, water, transportation, fiscal sustainability, buildings and land use, health and wellness, and community engagement. These application areas, which can be found in our Sustainability Guide (www.gvsu.edu/.sustainability), have transformed the educational processes on campus and in the community.
Now the University is beginning to address the next phase of the sustainability journey, one of impact and behavior change. On campus we have started to develop a dialogue around “what is a sustainable lifestyle on campus?” Next year, for the first time, we will be offering a new introductory course on sustainability on campus for students. Our Office has developed a virtual tour of campus sustainability which can be found on the University website (www.gvsu.edu). Visitors can now experience ~30 sustainability tour stops on campus virtually.
In the community and on campus, the long term impacts of sustainability are now being addressed. Collective impact reports are now being written on sustainability projects and activities. These collective impact reports include short term efficiencies and progress, as well as the long term impacts of sustainability through value creation across the triple bottom line of economic, environmental, and social sustainability, as well as place.
Now the University is beginning to address the next phase of the sustainability journey, one of impact and behavior change. On campus we have started to develop a dialogue around “what is a sustainable lifestyle on campus?” Next year, for the first time, we will be offering a new introductory course on sustainability on campus for students. Our Office has developed a virtual tour of campus sustainability which can be found on the University website (www.gvsu.edu). Visitors can now experience ~30 sustainability tour stops on campus virtually.
In the community and on campus, the long term impacts of sustainability are now being addressed. Collective impact reports are now being written on sustainability projects and activities. These collective impact reports include short term efficiencies and progress, as well as the long term impacts of sustainability through value creation across the triple bottom line of economic, environmental, and social sustainability, as well as place.
19.How can you scale up and mainstream ESD and SD practices of the project and enable it to contribute to the implementation of the Global Action Programme (GAP) as proposed by UNESCO? (max 300 words):
This project concerning ESD and SD best practices has the capacity to be further researched, developed, and scaled for use by both the global RCE structure and the Global Action Programme (GAP) moving forward. ESD and required SD skillset competencies for the marketplace and employment are critical for every global RCE. The model is scalable currently for the West Michigan community.
Currently, the all global RCEs have opportunity to further connect ESD and SD to their own marketplace economies. ESD and SD best practices are critical to overall success of the global economy. Currently, both the European and Asian communities have embraced SD best practices in the export marketplace. The Europeans have further embraced the concepts of ESD and SD in the European community. One natural extension is to further develop this model within the RCE Americas, or other interested global RCE entities. The basic goal would be to demonstrate that ESD and SD best practices significantly contribute to the adage of “think globally and act locally” through “build regionally” by the creation of meaningful jobs in the marketplace across the private, public, and academic sectors.
Currently, the all global RCEs have opportunity to further connect ESD and SD to their own marketplace economies. ESD and SD best practices are critical to overall success of the global economy. Currently, both the European and Asian communities have embraced SD best practices in the export marketplace. The Europeans have further embraced the concepts of ESD and SD in the European community. One natural extension is to further develop this model within the RCE Americas, or other interested global RCE entities. The basic goal would be to demonstrate that ESD and SD best practices significantly contribute to the adage of “think globally and act locally” through “build regionally” by the creation of meaningful jobs in the marketplace across the private, public, and academic sectors.
20. How does you project contribute institutional and policy reforms as part of sustainability change? Character count 500 words:
ESD and SD best practices have had a dramatic impact to GVSU and the local community. In 2005 the Community Sustainability Partnership (“CSP”) was formed. Both GVSU and the City of Grand Rapids were founding partners. Today the CSP has over 250 endorsing partner organizations that support the development of sustainability planning, sustainability reporting, and the sharing of SD best practices on a best efforts basis. There are now other CSP organizations in Muskegon, MI; Holland/Zeeland, MI; Spring Lake/Grand Haven. MI; Benton Harbor/St. Joseph, MI; Portage/Battle Creek/Kalamazoo, MI. These CSP organizations as a collective group in West Michigan have been able to embrace and support institutional and policy reforms such as green and LEED building codes, water quality initiatives in the Great Lakes watershed, as well as the continuing need for additional energy reform measures.
ESD and SD best practices have been fully embraced at GVSU. The University has signed the American College and University President’s Climate Agreement (ACUPCC) where annual GHG inventories and climate progress reports must be transparently reported, as well as the development of a climate action plan every two years along with stating when the University will be carbon neutral.
GVSU is also a charter member of the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking and Assessment Rating System (STARS). This comprehensive sustainability assessment has over 950 in-depth questions regarding sustainability on campus and in the community across, education, students, operations, and the community engagement. GVSU has been able to receive a Gold Stars rating for the last 2 years, one of only ~ 60 colleges in the U.S. to do so.
In 2009 Sustainability became only the 7th value to be embraced by the University in its 50+ year history.
ESD and SD best practices have been fully embraced at GVSU. The University has signed the American College and University President’s Climate Agreement (ACUPCC) where annual GHG inventories and climate progress reports must be transparently reported, as well as the development of a climate action plan every two years along with stating when the University will be carbon neutral.
GVSU is also a charter member of the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking and Assessment Rating System (STARS). This comprehensive sustainability assessment has over 950 in-depth questions regarding sustainability on campus and in the community across, education, students, operations, and the community engagement. GVSU has been able to receive a Gold Stars rating for the last 2 years, one of only ~ 60 colleges in the U.S. to do so.
In 2009 Sustainability became only the 7th value to be embraced by the University in its 50+ year history.
21. How does your project further improve capacities of various partners and stakeholders on the theme? Character count 500 words.:
One significant recent stakeholder accomplishment was that of the Literacy Center of West Michigan. The organization just developed a video regarding “Everyone is a Teacher of Literacy”.
https://www.youtube.com/watch?v=0agHAzZghGs&feature=youtu.be
This video features several community spoke persons that were asked to personalize the theme. The Center wanted to also feature sustainability or ESD as an important theme as well and I was asked to provide those comments.
City Middle High School in Grand Rapids that provides sustainability education through “Economicology” (environmental and economic) ESD currently ranks as one of the top 500 schools in the U.S and one of the top performing schools in Michigan.
Kendall College of Art and Design (KCAD), a Grand Rapids RCE team member, recently held a collaborative student design thinking team competition on a wicked sustainability problem of their choice. $30,000 in prize wards were given to multi-disciplinary student teams each comprised of students from various local colleges and universities. Judges came from well-known organizations such as the Ellen MacArthur Foundation, well known for their advocacy of the concepts around the circular economy.
https://www.youtube.com/watch?v=0agHAzZghGs&feature=youtu.be
This video features several community spoke persons that were asked to personalize the theme. The Center wanted to also feature sustainability or ESD as an important theme as well and I was asked to provide those comments.
City Middle High School in Grand Rapids that provides sustainability education through “Economicology” (environmental and economic) ESD currently ranks as one of the top 500 schools in the U.S and one of the top performing schools in Michigan.
Kendall College of Art and Design (KCAD), a Grand Rapids RCE team member, recently held a collaborative student design thinking team competition on a wicked sustainability problem of their choice. $30,000 in prize wards were given to multi-disciplinary student teams each comprised of students from various local colleges and universities. Judges came from well-known organizations such as the Ellen MacArthur Foundation, well known for their advocacy of the concepts around the circular economy.
22.What is the significance of this project for developing global linkages in order to strengthen activities in this area? (max 250 words):
This project has the potential significance to the Grand Rapids RCE, as well as to the other RCEs globally. Other RCEs globally are facing similar issues relating to sustainability job opportunities. By focusing on ESD and SD best practices, companies, organizations, municipalities, and academic institutions can all develop a collaborative database of ESD and interdisciplinary competency skillsets required for critical sustainability jobs in their own region, both for existing as well as future positions. By focusing on the marketplace opportunities for ESD and SD best practices, global RCEs can develop better collaborations and partnerships among companies and organizations in the public, private, academic and service sectors.
23. What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if relevant) Character count 250 words.:
This collaborative project is based on the marketplace and what are the current and future opportunities for ESD and SD best practices. Many times we just expect that students once obtaining a degree of their choice, will easily find employment. That is not the case today and colleges and universities must do a better job of preparing their students. This role is necessary for both staff assigned to help develop and prepare students, as well as with faculty advisors. Our university is now developing an annual program of events and activities that will better prepare students for obtaining job positions in the marketplace. These annual events and activities build upon developing the required skillsets and competency models including personal, knowledge, basic, technical, occupational, and leadership skills. Students are provided the opportunity to improve their communication and project skills, talk with community members at large, and meet with GVCSU alumni who have current sustainability jobs.
24. What is the significance of this project for the region? How important are its results for its particular project category? Character count 250 words.:
This project has the potential significance to the Grand Rapids RCE. First, in the West Michigan area, social entrepreneurship is gaining in interest among students, as well as companies and organizations. Environmental stewardship and environmental sustainability are now almost a prerequisite for businesses. Several companies such as Cascade Engineering and Gazelle Sports here in West Michigan, have become “B Corporations”. B corporations are benefit corporations that are certified by B Labs, a national organization (www.benefitcorp.net), to a strict evaluation that quantifies contributions to both environmental stewardship and social responsibility. B Corporations are comprised mainly of small to medium size companies (SMEs) that want to embrace SD best practices, but may not have the overall resources to do so. B corporation assessments are now available for use by SMEs to improve their understanding of where they are regarding overall sustainability performance.
Many students are among a growing number that may not want to become employed by a business, yet they are interested in social entrepreneurship and improving the overall quality of life for local residents and the community at large. Urban social enterprise is now becoming a key focus for ESD with the need to provide meaningful experiential learning for students. Colleges and universities must now develop opportunities for students to engage with those that are minorities that may also be marginalized to help them address and solve systemic sustainability access issues such as local food; health and wellness; job and wealth creation; housing; education attainment; poverty; safety etc. Social entrepreneurship focused on inner city communities and their respective issues provide the opportunity for long term sustainability impact. Seeds of Promise (www.seedsofpromise.net) provides those learning opportunities for students as well as endorsing partner member organizations. By using ESD, SD best practices, and social entrepreneurship local empowered residents are now able to make improved decisions for their own community on systemic sustainability issues with resultant improved sustainability performance and overall improved collective impact of sustainability.
Many students are among a growing number that may not want to become employed by a business, yet they are interested in social entrepreneurship and improving the overall quality of life for local residents and the community at large. Urban social enterprise is now becoming a key focus for ESD with the need to provide meaningful experiential learning for students. Colleges and universities must now develop opportunities for students to engage with those that are minorities that may also be marginalized to help them address and solve systemic sustainability access issues such as local food; health and wellness; job and wealth creation; housing; education attainment; poverty; safety etc. Social entrepreneurship focused on inner city communities and their respective issues provide the opportunity for long term sustainability impact. Seeds of Promise (www.seedsofpromise.net) provides those learning opportunities for students as well as endorsing partner member organizations. By using ESD, SD best practices, and social entrepreneurship local empowered residents are now able to make improved decisions for their own community on systemic sustainability issues with resultant improved sustainability performance and overall improved collective impact of sustainability.
Region:
Americas
