About the Project

We have 3 years of funding from a grant award from the President’s Fund for Excellence since FY 2014. To Update your Entry in a Database, Make a New one, Make Suggestions on Implementation, Develop student Service Learning Project.

NMSU & PEER INSTITUIONS STARS RATING IN SUSTAINABILITY
Colorado State University GOLD
Iowa State University GOLD
Kansas State University NONE
Montana State University NONE
New Mexico State University GOLD
Oklahoma State University BRONZE
Oregon State University GOLD
Texas Tech (Lubbock) NONE
University of Arizona NONE
University of Idaho NONE
University of Nevada SILVER
University of New Mexico NONE
University of Texas at El Paso NONE
Utah State University NONE
Washington State University GOLD
University of Wyoming NONE

Table 1: MATRIX OF 3 TRACKS FOR THE SUSTAINABILITY MINOR AT NMSU

TRACK 1: SUSTAINABLE DEVELOPMENT

Note: This is already a supplementary major and minor,

housed in Anthropology Department

Environmental Protection and Resource Conservation Economic Prosperity and Continuity Equity and Social Well Being
clip_image003AGHE 380G Ecosystem Earth clip_image003AG E 315V World Agriculture and Food Problems clip_image003SOC 465G Environmental Sociology
clip_image003GEOG 295 Introduction to Climate Science clip_image003AG E 337G Natural Resource Economics clip_image003GOVT 424 Environmental Policy
clip_image003BIO 461 Human Ecology clip_image003AG E 348G Water Resource Economics clip_image003ANTH 362 Environmental Anthropology
clip_image003BIO 462 Conservation Biology clip_image003AGRO 483 Sustainable Production of Agronomic Crops clip_image003GEOG 464 Land Use and Land Rent
clip_image003BIO 301 Principles of Ecology clip_image003ANTH 362 Environmental Anthropology clip_image003WSLC Principles of Natural Resource Management
clip_image003WSLC Systems Ecology clip_image003GEOG 362 Geography of International Development clip_image003HON 305V, The Global Environment
clip_image003GOVT 447 Sociology of Development

TRACK 2: SUSTAINABLE SCIENCE, ENGINEERING & TECHNOLOGY*

Note: This is a proposed track, courses listed vetted by the Coordinator, housed in Engineering Technology Department

Environmental Protection and Resource Conservation Economic Prosperity and Continuity Equity and Social Well Being
clip_image003ET 381 Renewable Energy Technologies (Required) clip_image003CE/WERC 330 Environmental Management Seminar 1 clip_image003ET 300 or ET 400 Special Projects
clip_image003ET 386 Sustainable Design and Construction (Required) clip_image003WERC 350 Introduction to Energy, Environment and Risk Assessment
clip_image003ET 360 V Technology in Business & Society
clip_image003WERC 300 Introduction to Pollution Prevention and Application

TRACK 3: Agriculture, Economics and Business Note: additional courses are currently being vetted by the Coordinator going and working with each Department and their Faculty; Advising is housed in Management Department (College of Business) & Plant and Environmental Sciences Department (College of Agricultural, Consumer & Environmental Sciences)

Environmental Protection and Resource Conservation Economic Prosperity and Continuity Equity and Social Well Being
clip_image003MGT 375V Sustainability Management clip_image012MGT 458 Comparative International Management clip_image012MGT 465 Contemporary Issues in Human Resource Management
clip_image003MGT 448/ BA 448 Small Business Consulting clip_image012MGT 388GV Leadership in Society clip_image003MGT 490 Independent study in sustainability project
clip_image012HRTM 430 Hospitality Facilities Management clip_image012MGT 449 Strategic Management clip_image003HON 305V, The Global Environment
clip_image003ES 110G Environmental Science clip_image003HRTM 450 Special Topics (Summer Study to Costa Rica in English, must have a 2.5 gpa) clip_image003HLS 305V – Global Environmental Health Issues (3 Hrs) – Online
clip_image003HORT/AGRO 100G Introductory Plant Science (Lab) clip_image003HRTM 492 Special Research clip_image003ENVIRONMENTAL HEALTH (MPH 550): Spring 2014 Online Course  (Writing Intensive; permission of instructor of non-health majors)
clip_image003HORT/AGRO 315 Crop Physiology

KEY:

clip_image003= Sustainability-Focused Course

clip_image012= Sustainability-Related Course

 

For example, count up the number of course offering within a college, and those outside a college offered in each track

Table 2: How many courses are offered inside a College out of total Sustainability Minor offerings in the University-wide Sustainability Minor?

Environmental Protection Environmental Economics Environmental Equity TOTALS
Track 1 Arts & Sciences College

0/6

2/7

4/6

6/9

67%

Track 2 College of Engineering

3/4

0/2

1/1

4/7

57%

Track 3 College of Business

3/3

2/2

2/3

7/8

88%

TOTALS

6/13

46%

4/11

36%

7/10

70%

17/24

71%

Out of 24 courses offered, 18 are taught within the college (or about 71%). That means 26% of the courses cross college lines. The results of the rows suggest that Track three (College of Business) could improve strategically, by having more course listings with other colleges. I am therefore working with departments in College of Agriculture to make this happen. Results of the columns of the Matrix suggest that the Environmental Equity is being taught mainly within the college, while the other domain facets of sustainability are relying more and more on inter-college relationships.

There are three types of Matrix reductions. Table 1 is a Numerical Reduction, assigning numbers to the states of each cell. Table 1 also gives a functional breakdown by the three Tracks. A third aspect is what I call ‘pragmatic storytelling’ in this case a critical look at strategic options for developing Track 2, and the Environmental Equity domain.

Table 3: Zooming Out to See the Viewing the Wider World (v) courses

Environmental Protection Environmental Economics Environmental Equity TOTALS
Track 1 Arts & Sciences College

v

v

2

Track 2 College of Engineering

v

1

Track 3 College of Business

v

v

v

3

TOTALS

2

2

2

6

In Table 2, while zooming out, we also notice something important. Track 3 has a V-course in each of the Domains (columns). Engineering has one in first Domain, and Arts & Sciences has V-courses in the last two Domains. Overall in the column totals, the V-courses are evenly divided.

Some interesting strategy conclusions follow. We can compare the enrollment results from having more or less inter-college offerings in a Track, and using V-courses as the way to build enrollment in a particular college. Within tracks we can also analyze the inter-department offerings within a College, across Colleges.

There are more qualitative analyses that can be done. For example, develop a table of the number or prerequisites to courses. Do some nested matrices, for example looking at the temporal dimensions. For example, you do not need another Table to figure out, there are no offerings in the Minor, the Matrix in the Freshman and Sophomore years (no 100 or 200 level courses). See Greening The Curriculum Project Matrix and do your own count, your own Table, if you like.

It would be terrific to develop templates, pathways for several majors in each College, showing how to fit in electives, V-courses, some courses in the core that are part of the Matrix. This will make it much easier for students and advisors to plan a career path through the University for all three Tracks of the Matrix.

In sum, there are three types of Qualitative Multivariate Matrix reductions. First, there is the numerical, as in the example in Table 1. Second, there is the functional, the displays by university functions (the Rows) in Tables 1 and 2. Third, there is the Pragmatic, the rule of thumb, the ways of arraying the display of Matrix cells to make a point about the distributions of courses in spaces and places in the curriculum (both Tables), and the timing of courses (e.g. there are no 100 or 200 courses). This is an example of what I call ‘pragmatic storytelling’ in this case a ‘critical ontology’ of the spacetimemattering of courses in the NMSU curriculum. We have also seen examples of fractal rhythms. The fractals are the courses, the leaves, the ways things repeat in a fractal way in the curriculum. And there are rhythms, pathways, tempos, momentums, and self-organizing. What else does it mean when the Track 2 is up and running on Friday, and approved by ADAC on Monday. That is fractal rhythm, at a high rate of speed, for any university.