College Strategies Summer 2018 Final Project: The Nature Of

College Strategies Summer 2018 Final Projectthe Nature Of This Campusd

The final team assignment for College Strategies Summer 2018 is to create a campus publication—such as a blog, wiki, online magazine, or Cascadia Geographic—that dynamically presents your teamwork skills and collective understanding of how your college campus relates to environmental education, awareness, and stewardship. The publication should center around artifacts you have produced during the course, such as sustainable place essays or campus resource infographics, which can be included in their original form or adapted as needed. These artifacts will be framed by supplemental imagery and text—static or interactive—based on your chosen format.

You are free to produce this publication using any digital or design platform suitable for your team’s technological skills, including options like WIX, WordPress, Tumblr, or traditional design software. The format must be manageable and accessible for all team members online. Each participant must choose at least one artifact created during the course to include, which may be directly incorporated or modified to fit the publication. In addition, your team must develop significant supplemental components that emphasize campus-based themes, such as local news, campus practices like composting or solar energy, historical context of campus land, campus fauna, interviews with instructors or staff, or advertisements for campus events.

The project is due by Thursday, August 23rd. Each team member must submit their link or file for the "Nature of Campus Publication" assignment in Canvas. Your publication should have a well-crafted title reflecting its focus and the contributors. It must include an MLA-formatted list of sources, and feature at least one artifact from each team member. The supplementary components—images, videos, data visualizations, fact sheets, interactive elements—should be cohesive, well-designed, and serve to enhance and frame the core artifacts.

The recommended process involves deciding on your publication’s message, format, and organizational structure; assigning and revising artifacts; designing supplementary elements; assembling all components cohesively; and thoroughly editing and proofreading before submission. Throughout this process, collaboration and clear communication are critical. Your individual grade will consider both the quality of your final publication and your teamwork, with assessments emphasizing cohesion, critical thinking, creativity, clarity, and productive interaction.

Paper For Above instruction

The creation of a comprehensive campus publication that articulates the relationship between the college campus and environmental sustainability encompasses a multifaceted approach involving collaboration, strategic communication, and multimedia integration. This project is an opportunity for student teams to synthesize their understanding of their college environment within the broader context of ecological awareness and stewardship, demonstrating both individual effort and group cohesion through a dynamic digital presentation.

Fundamentally, the project begins with strategic planning—determining the central message, target audience, and overall tone of the publication. These decisions influence the format—whether a blog, wiki, digital magazine, or geographic profile—and the organization of content. The team must then select and adapt artifacts created during the course, such as essays, infographics, or visual resources, ensuring that each artifact contributes meaningfully to the overarching narrative. Critical to the success of this endeavor is ensuring that all artifacts maintain high quality, are well-integrated, and reflect the intended tone and perspective.

Complementing the core artifacts, the team must develop supplemental components that enrich the publication’s presentation and deepen the audience’s understanding. These may include images, videos, sound recordings, data visualizations, maps, fact sheets, or interactive elements like quizzes or interviews. The design and cohesion of these components are vital; they should reinforce the central themes and facilitate a seamless reading experience. For example, a section detailing campus sustainability initiatives could be enhanced by images of the solar panels or campus gardens, along with a brief video interview with staff involved in these projects.

The process involves multiple stages: conceptualizing the publication, organizing content, revising artifacts for clarity and cohesion, designing supplementary materials, and assembling all components into a unified online platform. Collaboration is essential; each team member contributes a specific artifact and plays a role in research, content creation, design, or technical setup. Continuous communication ensures alignment with the project’s goals and smooth integration of diverse elements.

Quality control through editing and proofreading is a crucial final step. Every team member must review the entire publication to ensure consistency, accuracy, and professionalism. The final product should not only be informative and engaging but also visually appealing and easy to navigate. The submission process includes providing a link or file to the designated Canvas assignment, with each member responsible for their contributions.

This project’s ultimate goal is to produce a reflective, impactful, and creative portrayal of the campus’s role in environmental stewardship. By combining artifacts, multimedia, and strategic framing, students demonstrate their ability to communicate effectively across multiple formats, think critically about environmental issues, and present their collective efforts in a polished, engaging manner.

References

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• Hargreaves, T., & Fink, C. (2012). The Boy Who Harnessed the Wind: Creating Currents of Electricity and Hope. Thames & Hudson.
• Orr, D. W. (1992). Ecological Literacy: Education and the Transition to a Postmodern World. State University of New York Press.
• Simons, J., & Weston, K. (2018). Building Cultures of Sustainability in Higher Education: Comparing Strategies across Institutions. Sustainability Science, 13(5), 1345–1356.
• Koger, S. M., & Winter, D. D. (2010). The Psychology of Environmental Problems. Psychology Press.
• Wals, A. E. J. (2014). Beyond Uncertainties: Learning and Education in the New Millennium. International Journal of Sustainability in Higher Education, 15(2), 153-161.
• Lea, J. (2008). Campus Sustainability and the Role of Students. Journal of Sustainability Education, 1, 1-12.
• Tilbury, D. (2011). Education for Sustainability: Critical Reflections. In S. J. Kahn & M. D. Laing (Eds.), Sustainability in Higher Education (pp. 17-30). Routledge.
• Sterling, S. (2010). Learning for Sustainability: Problems and Opportunities. In M. J. Huckle & J. W. Sterling (Eds.), Education for Sustainability (pp. 21-44). Routledge.
• Chawla, L. (1998). Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity. The Journal of Environmental Education, 29(3), 11-21.