Saving The Trees By Writing on Them: How Writing Can Be Used to Combat the Climate Crisis
Start Date
April 2024
Location
2nd floor - Library
Abstract
Sustainability is a topic not often associated with writing, but a growing body of research has sought to explore how the two are related. This research includes exploration of how writing within the college classroom can promote climate literacy, yet it often excludes how individual institutions implement sustainability-related content within their curriculums. We sought to explore student perceptions about Xavier University’s sustainability effort using a survey created online—which collected a mixture of qualitative and quantitative data—in an effort to identify shortcomings in the curriculum and to promote subsequent solutions. Upon examination of data we collected, we noticed that many Xavier students, particularly upperclassmen, were both passionate about sustainability and displeased with Xavier’s promotion of it. Students noted that sustainability was not addressed in many classes and lamented the need to seek out specific classes relating to sustainability. They felt mixed emotions about writing’s use in combating the climate crisis. To address students’ dissatisfaction and concerns, we then provided potential solutions for promoting sustainability at Xavier and beyond.
Saving The Trees By Writing on Them: How Writing Can Be Used to Combat the Climate Crisis
2nd floor - Library
Sustainability is a topic not often associated with writing, but a growing body of research has sought to explore how the two are related. This research includes exploration of how writing within the college classroom can promote climate literacy, yet it often excludes how individual institutions implement sustainability-related content within their curriculums. We sought to explore student perceptions about Xavier University’s sustainability effort using a survey created online—which collected a mixture of qualitative and quantitative data—in an effort to identify shortcomings in the curriculum and to promote subsequent solutions. Upon examination of data we collected, we noticed that many Xavier students, particularly upperclassmen, were both passionate about sustainability and displeased with Xavier’s promotion of it. Students noted that sustainability was not addressed in many classes and lamented the need to seek out specific classes relating to sustainability. They felt mixed emotions about writing’s use in combating the climate crisis. To address students’ dissatisfaction and concerns, we then provided potential solutions for promoting sustainability at Xavier and beyond.
