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Association: Name: AASHE URL: http://www.aashe.org
Citation: URL: http://citation.allacademic.com/meta/p521347_index.html Direct Link: HTML Code:

iverson, susan. and DuBois, Cathy. "Beyond reduce, reuse, recycle: A competency framework for sustainability" Paper presented at the annual meeting of the AASHE, D. L. Lawrence Convention Center, Pittsburgh, PA, Oct 09, 2011 <Not Available>. 2013-05-21 <http://citation.allacademic.com/meta/p521347_index.html>

iverson, s. v. and DuBois, C. , 2011-10-09 "Beyond reduce, reuse, recycle: A competency framework for sustainability" Paper presented at the annual meeting of the AASHE, D. L. Lawrence Convention Center, Pittsburgh, PA <Not Available>. 2013-05-21 from http://citation.allacademic.com/meta/p521347_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This paper reports findings from a study of students’ thinking about sustainability. More specifically, 500 undergraduate students residing on campus were administered a survey about sustainability initiatives in the residence halls, their understanding and definition of sustainability, and green behaviors. Responses to open-ended questions on a survey about sustainability in the residence halls were analyzed using qualitative methods and, in sum, respondents’ understanding of sustainability centered on reducing waste, reuse, and recycling. Further, gender patterns emerged through analysis: women were more concerned about broader environmental issues, beyond reduce, reuse, and recycle, than were men. In this session, the author will provide an overview of one residence hall sustainability initiative. Then, a description of findings will be shared and gender differences will be discussed. Finally, the author will advance a competency framework for sustainability, suggesting that sustainability initiatives should move beyond basic awareness to deeper knowledge, including understanding of root causes, and development of skills. Such a framework can be used by educators to design initiatives that will build upon prior efforts, and holds greater potential for students to move beyond individual level change to thinking systemically.

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