By Bianca Greeff, Graduate Assistant.
Steven Burian is an Associate Professor in the Department of Civil & Environmental Engineering at the University of Utah. He is also the Project Director of the USAID funded U.S.-Pakistan Center for Advanced Studies in Water at the University of Utah. His research is focused on the planning and engineering of sustainable and resilient urban water resource systems.
Burian was one of the folks who developed and initiated the Wasatch Experience at the University of Utah. In April 2017, Burian shared how he integrates sustainability into his courses at the interdisciplinary Sustainability Faculty Learning Community, a joint initiative of the Sustainability Office and the Center for Teaching and Learning Excellence.
I sat down with Burian after his presentation to discuss current projects, teaching strategies, and what the Wasatch Experience has to do with it.
You were a part of the group effort to bring the Wasatch Experience to the University of Utah. What inspired that initiative?
The short answer: Myron Willson. [Deputy Chief Sustainability Officer].
Dan McCool, a professor of political science, and myself were working as co-directors of sustainability curriculum development. As part of that charge, we were developing sustainability programs on campus that would be broadly applicable to any student. The programs had to be for any student, sustainable, and would last—which is very difficult to do at a university. Each year we did something different; develop the undergraduate certificate one year, the Interdisciplinary Graduate Certificate in Sustainability another year, and then we did the Wasatch Experience.
About 6-7 years ago, Myron was telling Dan and I about two programs. He kept pointing us to the Piedmont Project at Emory University, a teaching workshop for faculty. The content was taught through active learning to develop curriculum teaching materials with the help of experts in sustainability. Some universities were using that approach, but not really any other universities of our size at the time. But Myron urged us to consider what the Piedmont Project was doing. So, we did, and the first Wasatch Experience was born.
What impacts have you seen the Wasatch Experience having on campus?
I think it gets instructors focused on how they bring sustainability into the classroom in a meaningful way, which is not easy to do. It has moved past just talking or reading about sustainability in an assignment to a more pedagogical approach to incorporating sustainability. Faculty are already teaching. The Wasatch Experience is a way to amplify what they are already doing. It’s not really about adding more sustainability courses, rather about adding better sustainability instruction to campus.
I enjoyed your discussion of using an ethics approach to incorporate sustainability in the classroom during your presentation. Could you speak a little bit to how you personally incorporate sustainability into your civil engineering courses?
I do it in a cyclical way. I provide the students motivation to act on the issue, set the structure, have them do quantitative work, and then come back and discuss.
I try to get students motivated with some fundamentally ethical responsibility either environmental, social, economic, or all three. That is the entry point. After I provide the ethical motivation, I contextualize it. I say: “Okay, this is why we are doing it, but this now is how we are going to do this.”
Integrating the sustainability issue into the concepts you are covering in class is critical. When you don’t, the majority of students will say, “oh well, that was a waste of my time because he is just teaching me something from the humanities or social sciences, and I already had that class.” So, I move quickly into what the sustainability topic means from the civil engineering perspective, and get them crunching numbers, because crunching numbers is what they want to do in almost all cases.
After they crunch those numbers, they want to come back and talk about it. That is when I bring out the discussion about sustainability and ethics. I rarely ever just talk about the ethical issues or things without having gone through this cycle. I found if I do then it becomes an opinionated discussion, and not as effective as it could be. After contextualizing an ethical or sustainable issue in civil engineering design, and doing some quantitative work, the students are armed with a better perspective of how it fits in civil engineering practice.
Have you found any surprising connections or other notable connections to sustainability through this process?
The part that is always the most surprising to me is the social sphere of sustainability. The economic and environmental spheres I know pretty well, and I get a feeling for what’s needed in practice, from a personal standpoint, and a philosophical worldview standpoint. But the social part is where I always struggle, because I don’t know it. When I prepare for a lesson I try to learn a little bit more about the social side of some issues or topics.
How do you know when you have successfully incorporated sustainability into your courses?
While there are many sustainability literacy assessments, none really fit into what we are covering in civil engineering, so I created my own quiz that measures student’s sustainability learning; a Civil Engineering Sustainability Literacy Assessment. The assessment is very quantitative. I measure student learning of sustainability, their attitude change towards sustainability, and their affinity for sustainability.
If or how has the Wasatch Experience impacted your teaching?
It hasn’t changed the topics I cover, but it has made me much more intentional about the things I am doing and reflective on what has worked in my teaching, and what hasn’t. It has made me be more reflective and think at a more cognitive level. I have become more of a technician for pedagogical methods following some of the things that were included in the Wasatch Experience. If I am training others on the best instructional strategies for helping people integrate and effectively teach sustainability, I need to make sure I have all those concepts down. This process may just have been my maturation as an educator, but I do think the Wasatch Experience had a lot to do with it.
Do you have any advice for faculty members or teaching assistants who want to start incorporating sustainability into their courses?
The best thing to do is to get a mentor. Not to have someone assigned to you, but to take the initiative and seek someone out. Look for someone who is good at teaching, and has a behind-the-scenes understanding of what they are doing in the classroom. Find someone who has been in it and done it for a while and then just ask them questions. You will learn so much from that mentoring experience.