How Do You Teach Undergraduate University Students …
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5 Year 2. ESS 210. Environmental Research
Methods.—“Research Sustainability”
ESS 210 introduces students to the research process and environmental problemsolving methods. Students investigate real-world problems using quantitative, qualitative, social science, and natural science methods. Research examples are placed
inside social, cultural, political and economic contexts, not just as objects of scientific
investigation. For instance, students in one section of ESS 210 were asked to assess
the use of bottled water on Allegheny’s campus (Choate et al. 2018). Observation
of students on campus indicated that plastic bottled water is extremely prevalent on
campus, with many students purchasing cases of water at a time. When presented
with the embodied energy and virtual water consumption of a plastic bottle, students first suggested a campus disposable bottled water ban and removing all plastic,
disposable water bottles from campus.
The class research project encompassed analysis of who on campus is consuming
bottled water, where they are purchasing the water, what is their preferred type
of drinking water and why, as well as additional questions about reusable bottle
ownership and usage. The research identified that disposable bottled water was most
commonly consumed by first year students, with rates of use decreasing the longer
students are on campus. It was speculated that this decreasing use over time may
reflect new students learning the “sustainable expectations” of Allegheny College,
while for others, their parents may have initially purchased the bottled water but
they have not continued to do so now that they are 3rd and 4th year students. Many
students were unsure if local tap water was a safe drinking source, while others
did not like the taste and the fact that it was different from their home. And many
students preferred bottled water due to convenience. The students also learned that a
large majority of bottled water is being purchased off campus and being brought on
campus, thus a bottled water ban would do little to reduce consumption on campus.
Students were forced to consider how to incite behavioral changes, the economics of
bottled water, and the environmental implications of disposable bottles to develop a
solution.
As a result of this study, Allegheny College has increased the number of filtered,
bottle refill stations throughout campus and provides a high-quality, metal water
bottle to all students upon beginning their first year. Students are also provided
information about the safety of local tap water, as well as the environmental and
social benefits of choosing tap over bottled water.
This project directly investigated issues related to 7 of the 17 SDGs (see Table 2).
75
5 Year 2. ESS 210. Environmental Research
Methods.—“Research Sustainability”
ESS 210 introduces students to the research process and environmental problemsolving methods. Students investigate real-world problems using quantitative, qualitative, social science, and natural science methods. Research examples are placed
inside social, cultural, political and economic contexts, not just as objects of scientific
investigation. For instance, students in one section of ESS 210 were asked to assess
the use of bottled water on Allegheny’s campus (Choate et al. 2018). Observation
of students on campus indicated that plastic bottled water is extremely prevalent on
campus, with many students purchasing cases of water at a time. When presented
with the embodied energy and virtual water consumption of a plastic bottle, students first suggested a campus disposable bottled water ban and removing all plastic,
disposable water bottles from campus.
The class research project encompassed analysis of who on campus is consuming
bottled water, where they are purchasing the water, what is their preferred type
of drinking water and why, as well as additional questions about reusable bottle
ownership and usage. The research identified that disposable bottled water was most
commonly consumed by first year students, with rates of use decreasing the longer
students are on campus. It was speculated that this decreasing use over time may
reflect new students learning the “sustainable expectations” of Allegheny College,
while for others, their parents may have initially purchased the bottled water but
they have not continued to do so now that they are 3rd and 4th year students. Many
students were unsure if local tap water was a safe drinking source, while others
did not like the taste and the fact that it was different from their home. And many
students preferred bottled water due to convenience. The students also learned that a
large majority of bottled water is being purchased off campus and being brought on
campus, thus a bottled water ban would do little to reduce consumption on campus.
Students were forced to consider how to incite behavioral changes, the economics of
bottled water, and the environmental implications of disposable bottles to develop a
solution.
As a result of this study, Allegheny College has increased the number of filtered,
bottle refill stations throughout campus and provides a high-quality, metal water
bottle to all students upon beginning their first year. Students are also provided
information about the safety of local tap water, as well as the environmental and
social benefits of choosing tap over bottled water.
This project directly investigated issues related to 7 of the 17 SDGs (see Table 2).