Global Environmental Issues (GEI) Institute

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9 Νοε 2013 (πριν από 3 χρόνια και 7 μήνες)

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1

Global Environmental Issues

(GEI) Institute

Environmental Leadership Challenge

#2



ELC Overview


In the East
-
West Center’s GEI Institute,
the curriculum is organized into Environmental
Leadership Challenges (ELC). Each ELC requires a different team of four participants and
different roles and responsibilities for each member.
In week 2, participants will be offered two (2)
ELCs to solve.

Bot
h are based o
n actual case studies in Hawaii w
hose sites will both be visited:
Kualoa Ranch & Hanauma Bay.



In ELC #2, your team will
have 2

days to determine team member respons
ibilities, “dig deeper”
into
environmental issue
s in Hawaii
, pass a
Readiness Assurance Test (RAT), an
d create a
solution presented during

a “reality test”. We are using this strategy to maximize engagement,
strengthen learning, AND model how awareness campaigns should be run in your post
-
program
Leadership Action Plans.


Over the course of this institute, these ELCs will increase in difficulty and complexity requiring you
to be very independent, active participants in your learning while constructing your own
understanding. We have designed each ELC to create memorable le
ssons in teamwork, goal
setting, environmental career exploration, and leadership while improving your understanding of
global environmental issues. Through these challenges you will also develop a deeper
understanding of your leadership potential.


ELC

#2


What

hybrid
business
can preserve the flora and fauna of
Oahu’
s last undeveloped
landscape
,
Kualoa Ranch,
from development

for Oahu’s growing
human
population
while contributing to Hawaii’s food security
?


Career
s
: Environmental Entrepreneur
, Architect,

Webmaster
, Educator


ELC Assessment


ELC
projects

will be evaluated using a “reality t
est”

where teams business idea is “pitched” to
owners/management/staff of Kualoa & Hanauma.

In addition to this assessment, participants’
performance

will be evaluated by their teammates based on how well they fulfilled the pre
-
determined requirements of their role AND worked as a team. Lastly, participants’
personal
development

will be evaluated by GEI staff using their learning reflection writing on
their blogs.


In
ELC #2
you will serve a team as an environmental ent
repreneur, architect,

or educator.
Together you are expected

have:




A
hybrid

business

and website

developed
by an

Owner and Founder (OaF)

that
realistically
provides information about the products and services





A

habitat conservation

plan

for your
hybrid
business

researched and developed by your
team’s Environmental Officer (EO)




An
education and outreach plan

for your
hybrid
business

researched and develop
ed by
your team’s Outreach Officer (OO)




A
visitor

center

or related facilities
designed by the team’s Architect Officer (AO)





2

Directions


This process begins with
Step 1) Research (Sunday Night)
participants begin the Plan
-
Act
-
Reflect cycle by
preview
ing
Hawaii 2050 Issue Book

chapters
on Land Use, Environmental
Quality, Agriculture, & Energy

(http://hawaii2050.org/images/uploads/HI2050_web5.pdf).

In

addition, participants deepen

their und
erstanding of Hawaii
by viewin
g the video lecture
,
answering the

review quiz questions,

and
reading about Hawaii futures
(http://ed.ted.com/on/CPQ3NraZ)
.


I
n

S
tep

2
)

Scenario Planning (Monday 9:0
0
-

10:00)
Lance will lead this

session where
participants envision four (4) alternative scenarios for Hawaii in 2050. Participants will draw on the
knowledge from Step 1 to complete this step.


In
Step 3)
Teambuilding

(Monday
10:30


11:3
0
)

Lance will provide
GEI Insti
tute participant
s
background information necessary to solve
ELC

#2.
Then teams
of four (4) participants
will form
around a shared vision and organization idea and d
evelop an evening research plan and divide
up research responsibilities (ie. Hawaii 2050 chapters)


In
Step

4)
DIG DEEPER
(Monday 19:00


21:00

and Tuesday 9:00


21:00
)

teams conduct the
most important part of the ELC and the Act part of the Plan
-
Act
-
Reflect cycle by “digging deeper”
into content using the text
Hawaii 2050 Issue Book

an
d the ELC #2 TED ED on Oa
hu Land Use
.
Each participant will
then
take

a Readiness Assurance Test (Tues
day at 11am) to evaluate their
learning. Afterwards, team members

perform the tasks outlined in t
heir role’
s rubric

and create

a
hybrid
business
.



In
Step 5) “Reality Test”

(Wednesday 9:00


16:00)

the GEI c
ohort will visit the

site

that
inspired the challenge
, Kualoa Ranch,

to deepen their understanding and learn
how the challenge
is being solved. Participants may also choose to survey Kualoa clients to obtain feedback (most

are Japanese). After having a chance to learn Kualoa’s response to the challenge
,

teams will
“pitch”

their
own
hybrid organization
. The

owners/managers/staff

of Kualoa
, EWC faculty, and the
entire GEI cohort will provid
e the audience.


In
Step 6
) Reflect
(
Wednesday 16:00


18
:30)
immediately after Step 6, participants complete
the Plan
-
Act
-
Reflect cycle by reflecting on performance and engaging in deep reflection writing on
their learning and leadership development through the ELC. PLs will support this pr
ocess by
providing guiding questions, helping teams develop a list of “lessons learned,” and ensuring these
reflections are posted to participant’s GEI Institute blogs.






















3

Owner and Founder Rubric


EWC GEI 2013



Criteria


Rating &
Comments:



1

The OAF created a team website that
promotes the business products &
services, including the OO’s
education and outreach plan, EO’s
habitat conservation plan, the AO’s
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3

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4


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rd

party
certifications (ie B Corp), projected
climate change impacts on Hawaii, &
the rights of nature movement




5

The OaF successfully led ELC Step 6
developing a learning reflection
lesson strategy approved by EWC
faculty and submitti
ng ALL written
team member reflections and team
lessons learned to EWC faculty







4






6

The Oaf was committed to
personal and intellectual
growth and immersed
him/herself in learning and
applying new information and
skills




7

The
Oaf

contributed
innovative, well researched
ideas to the team and upheld
his/her part of the workload in
order to contribute to the
team product




8

The
OaF

valued the national,
cultural, language and
religious background of team
members




9

The
OaF

attentively listened
to ALL team members, waited
to speak instead of
interrupting and was not
distracted by other activities
(i.e. online)




10

The
OaF

was positive when
setbacks occurred, helped
resolve team conflicts, and
was responsive to input from
teammates (not defensive)




11

The
OaF

ensured team
worked productively and
efficiently by breaking work
into small steps and
completing them by deadlin
e









5



A
rchitect Officer

(
AO
)

Rubric


EWC GEI 2013





Criteria


Rating

& Comments:



1


The
AO created an

adaptive reuse
building
(s)

sketched on paper, built
a model, or used

Google Sketch
-
Up that meets the Living Building
Challenge
criteria





2

The AO designed buil
ding
(s)

that
uses
on
-
site “
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瑥捨no汯ly


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gene牡瑥

it猠swn⁷a瑥爠A乄
ene牧y





3

q
he A传
楮io牰r牡red⁲e獥a牣r

f牯m⁴he

Hawaii 2050 Issue Book

and

Dig Deeper s
ection on Green
Build
ing




4

The
AO
submitted content
and a
design
for the
team website
to the
OaF




5

The
AO

successfully
developed a
method of showing the team
building (without laptop)

to the
owners/managers/staff of the
learning journey site during Step
#
5













6

6

The
AO

was committed to
personal and intellectual growth
and immersed him/herself in
learning and applying new
information and skills




7

The
AO

contributed innovative,
well researched ideas to the team
and upheld his/her part of the
workload in order to contribute to
the team product




8

The
AO

valued the national,
cultural, language and religious
background of team members




9

The
AO

attentively listened to ALL
team members, waited to speak
instead of interrupting and was not
distracted by other activities (i.e.
online)




10

The
AO

was positive when
setbacks occurred, helped resolve
team conflicts, and was responsive
to input from teammates (not
defensive)




11

The
AO

helped ensure the team
“worked smart” or productively and
efficiently




















7


E
nvironmental Officer (EO)
Rubric


EWC GEI 2013





Criteria:


Rating & Comments:



1

The EO completed
background research on
habitat conservation plans
in Hawaii





2

The EO successfully
devel
oped a habitat
conservation

plan

AND
legal r
ights plan for
the
entire ecosystem
and
submitted it for the team
website to the OaF





3

T
he EO incorporated
research from
the
Hawaii
2050 Issue Book

and t
he
Dig Deeper section on
Environmental
Management





4

The EO
learned
about
and
shared
knowledge of the
flora and fauna of the site





5

The EO successfully
repre
sented the team
during the “reality test”


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8


6

The
EO

was committed to
personal and intellectual
growth and immersed
him/herself in learning and
applying new information
and skills




7

The
EO

contributed
innovative, well researched
ideas to the team and
upheld his/her part of the
workload in order to
contribute to the team
product




8

The
EO

valued the
national, cultural, language
and religious background
of team members




9

The
EO

attentively listened
to ALL team members,
waited to speak instead of
interrupting and was not
distracted by other
activities (i.e. online)




10

The
EO

was positive when
setbacks occurred, helped
resolve team conflicts, and
was responsive to input
from teammates (not
defensive)




11

The
EO

helped ensure the
team “worked smart” or
productively and efficiently






9

Outreach Officer (OO) Rubric


EWC GEI 2013




Criteria


Rating & Comments:



1

The OO
developed an
education and outreach
plan for
school/university
groups &

adults/tourists
and submitted it for the
team website to the OaF





2

T
he OO
incorporated
concepts

from the
Hawaii
2050
Issues Book

&
Dig
Deeper s
ection

into

the
Kualoa curriculum




3

The OO

researched and

incorporated

specific
collaboration plans
with
other informal education
providers (Hawaii Nature
Center, Waikiki Aquarium,
Honolulu Zoo, UH
Hawaiian Studies, UH
Lyon Ar
boretum, Dolphin
Quest, NOAA)




4

The OO
helped the team
learn, reflect, then
incorporate ideas from the
site visit & educational
experiences at Kualoa into
the education & outreach
plan



5

The OO successfully
represented the team
during the
“reality
test”


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of⁴he a
牮楮g u牮ry 獩瑥





10



6

The
OO

was committed to
personal and intellectual
growth and immersed
him/herself in learning and
applying new information and
skills




7

The
OO

contributed
innovative, well researched
ideas to the team and upheld
his/her part of the workload in
order to contribute to the team
product




8

The
OO

valued the national,
cultural, language and
religious background of team
members




9

The
OO

attentively listened to
ALL team members, waited to
speak instead of interrupting
and was not distracted by
other activities (i.e. online)




10

The
OO

was positive when
setbacks occurred, helped
resolve team conflicts, and
was responsive to input from
teammates (not defensive)




11

The
OO

ensured team worked
productively and efficiently by
breaking work into small steps
and completing them by
deadline