University Students and Sustainability. Part 1: Attitudes, Perceptions, and Habits
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The Department of English seeks to provide all university students with the skills of effective communication and critical thinking, as well as imparting knowledge of literature, creative writing, linguistics, speech and technical communication to students within and outside of the department.
History
The Department of English and Speech was formed in 1939 from the merger of the Department of English and the Department of Public Speaking. In 1971 its name changed to the Department of English.
Dates of Existence
1939-present
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- Department of English and Speech (1939-1971)
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- College of Liberal Arts and Sciences (parent college)
- Department of English (predecessor, 1898-1939)
- Department of Public Speaking (predecessor, 1898-1939)
Since 1905, the Department of Agricultural Engineering, now the Department of Agricultural and Biosystems Engineering (ABE), has been a leader in providing engineering solutions to agricultural problems in the United States and the world. The department’s original mission was to mechanize agriculture. That mission has evolved to encompass a global view of the entire food production system–the wise management of natural resources in the production, processing, storage, handling, and use of food fiber and other biological products.
History
In 1905 Agricultural Engineering was recognized as a subdivision of the Department of Agronomy, and in 1907 it was recognized as a unique department. It was renamed the Department of Agricultural and Biosystems Engineering in 1990. The department merged with the Department of Industrial Education and Technology in 2004.
Dates of Existence
1905–present
Historical Names
- Department of Agricultural Engineering (1907–1990)
Related Units
- College of Agriculture and Life Sciences (parent college)
- College of Engineering (parent college)
- Department of Industrial Education and Technology, (merged, 2004)
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Abstract
Increased understanding amongst scientists and the general public about anthropogenic impacts in general, and climate change in particular, behooves us as educators to adjust our courses and curricula. “Sustainability” and “green” topics are increasingly being discussed and incorporated, but this should be done with deliberation. We undertook this study to understand attitudes, perceptions, and habits of the student body at Iowa State University, with a focus on environmental knowledge and behaviors. Overall, we found that, regardless of demographic, students appear to be interested in environmental topics, reducing their footprint, and improving the environment overall. But, they did not necessarily want to pay more, nor did they fully embrace personal responsibility.
Comments
This article is published as Rosentrater, Kurt, and Brianna R. Burke. "University Students and Sustainability. Part 1: Attitudes, Perceptions, and Habits." Journal of Sustainability Education (2018). Posted with permission.