SCC Webinar

SHES Pedagogical Approach and Examples

Wednesday, February 20, 2019
3:00 PM Eastern/12:00 PM Pacific

This webinar is Part 2 of 3 in the Sustainable Human and Environmental Systems (SHES) Roundtable webinar series

Presenters on behalf of the SHES Roundtable:

Paul A. Barresi
Southern New Hampshire University

Kimberly D. Reiter
Stetson University

The Sustainable Human and Environmental Systems (SHES) Roundtable, which first met in 2009, represents an ongoing effort by academics, program directors, administrators, environmental agency personnel, and practitioners to produce a living set of consensus-based recommendations concerning the pedagogical and administrative aspects of interdisciplinary and higher-order sustainability education. The Roundtable’s vision is the emergence of societies that facilitate, enhance, and sustain indefinitely in that facilitated or enhanced state the well-being of human individuals, their communities, and their environments, while its pedagogical goal is to empower learners to contribute to the realization of that vision.

Part II of this three-part series focuses on the pedagogy of the SHES approach to sustainability education, including the general outlines of the approach, specific pedagogical strategies that can be used to implement it in the classroom, and an example of a course that illustrates its use.

Part I of this three-part series focused on the background of the SHES Roundtable including the forces that brought it together and informed its work, and the fundamentals of the SHES view of the academic field including the SHES vision, mission, and goal. The third webinar in March will cover the Administration and Evaluation of SHES Programs.

Paul Baressi is Professor of Political Science and Environmental Law in the School of Arts and Sciences at Southern New Hampshire University in Manchester, NH. He also holds a part-time appointment as Adjunct Professor of Law at the Sun Yat-sen University School of Law in Guangzhou, China, where he was a Fulbright Lecturer in Law in spring 2016. He holds a Bachelor of Science from Cornell University, where he majored in Natural Resources; a Juris Doctor With Highest Honors from the George Washington University National Law Center; a Master of Arts in Law and Diplomacy from the Fletcher School of Law and Diplomacy at Tufts University, where he was a Ford Foundation Fellow in Public International Law; and a Doctor of Philosophy in Political Science from Boston University, where he was a Presidential University Graduate Fellow. Professor Barresi’s research focuses on how legal, political, and other institutions and cultures shape environmental law and its effectiveness as a strategy for building sustainable societies, using China, India, Russia, and the United States as illustrative examples. He has authored, co-authored, or co-edited dozens of book chapters, peer-reviewed journal and law review articles, books, and other publications. Most recently, Professor Barresi has served as co-editor of and as author or co-author of several chapters in Education for Sustainable Human and Environmental Systems: From Theory to Practice. He currently also is co-editing and contributing to a book of papers in collection by non-Chinese scholars of relevance to China’s efforts to build an “ecological civilization” (shengtai wenming) to be published in China in 2019.

Kimberly D. Reiter is Associate Professor of History at Stetson University in DeLand, FL. Her scholarship focuses on the historiography of Romanization in the differing perceptions of “Romanization” as a measurement of Roman involvement and agency, with special attention to Romans in Britain. A scholar of early England, she is very active in student field projects, and has directed the Stetson Field Course on the Early English landscape since 1998 as well as the Stetson Rome Spring Break. She has received the President’s Award for innovation and collaboration from the Association for Environmental Studies and Sciences (AESS) for her work with the UK field course. Dr. Reiter has had extensive experience designing and teaching courses in environmental history and environmental issues and has presented and published papers on the teaching of environmental issues from an interdisciplinary perspective. She is active in writing in environmental education, supradisciplinary approaches, and public history approaches in state parks. Her most recent work involved a discussion of teaching Stonehenge as a case study in supradisciplinary environmental issues.

Video recording available at:

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