Faculty and Student Perceptions of Ecological Literacy Opportunities in the Liberal-Arts Curriculum: A Case Study to Improve Access to Concepts Across Disciplines

Abstract

In this study, I utilized participatory action research and collected qualitative data from 16 faculty and eight students at King’s College in Wilkes-Barre PA over the course of two semesters. I analyzed these data in terms of ecological literacy (EL), as promulgated by the works of Orr (1992 et seq.). Participants identified Environmental Ethics, How to Live Well in a Place, and Limits of Technology as the EL goals they find most important for undergraduate students to understand. They identified How to Live Well in a Place and Limits of Technology as two of these three EL goals currently addressed in King’s curriculum across disciplines. Both groups identified opportunities to incorporate all three of the goals into current course content. I recommend continued research as well as alignment of curricular and institutional changes with these goals.