STORY NETWORK of ‘Greening the Curriculum’
This is an Interactive Map – Click mouse on one of the Nodes to go to that website, and see the stories there. For ‘stories’ or ‘history’ of the relationships click on the lines or arrows below.
Figure 1: NMSU ‘Green Leaf’ Branding Process (D. Boje, Mar 17 2014).
Story Network Processes
There are five types of Story Network maps. The nodes can be organizational units, places, or events (as in Figure 1).
- Type 1, in this type, the relationships (arrows & lines) are stories flowing among the nodes which are NMSU units, recruiters from firms with jobs & money, etc.
- Type 2, the contexts can be nodes, such as the Career Fairs in Figure 1. Two Career Fairs are going to be themed for sustainability (1st day of Career Expo in Sept, 1st day of Career Connections in Feb).
- Type 3, the map can be re-drawn making the nodes the stories, and the lines (or arrows) the connections. Here, the spacial is the focus, the places in which people actually interact, exchanging communication, some of which is stories.
- Type 4, Time can be introduced into the story network, making the model dynamic. For example, the Gold Star awarded NMSU ASHE, a couple years back, put NMSU in to the national rankings for best Sustainability University. Before that NMSU was scored D, then C+, and then Bronze Star, then skipped Silver, and went directly to Gold Star. This attracts more research, scholarship money, and interest in actually ‘Greening the Curriculum’ (see Figure 1).
- Type 5, There can be a multi-dimensional mapping of story networks. We can use different symbols for the nodes (as in Figure 1), and even make them bigger or smaller, and chose color schemes to accent various considerations (as in Venn diagramming).
As it turns out, in order to do the marketing, a ‘Green Leaf’ brand is evolving, gaining awareness, becoming institutionalized. For this to happen, a focus group was held on March 12, 2014. The focus group participants had to negotiate the ways in which the infrastructure could be adapted to get a ‘Green Leaf’ identifier into the catalogue, so that students would know which courses were ‘sustainability’ courses. This means that Banner’s unused matrices can be populated with the green-course identifiers. In order for there to be an actual leaf next to the courses (online lists, & in catalogue), the four-digit code would need to have one of its digits, a leaf. However, Banner’s search engine does not have a ‘leaf’ search. https://accounts.nmsu.edu/catalog/ There are some workarounds that could be done. A student or advisor chooses LOCATION, TERM, and MAJOR. The dataset is organized so that only courses by major show up.
Students could search the catalogue itself if they knew what to look for, once the Green Leaf and the words ‘sustainability’ appear as markers in the catalogue.
The other way students can find the hidden ‘Green Curriculum’ is to have materials in advising centers of each college, and in the departments that are involved with ‘Greening the Curriculum.’ This means having brochures, handouts, website information available. It means having each college work up websites that have Green Curriculum identified, complete with sustainability minor, etc.
As the storytelling in the focus group progressed, participants realized that even getting permission from ADAC.