Reflection Questions

1. Have you considered sustainable practices in your teaching in the pasts? How? What aspects do you think should be improved in your own teaching environment?

I’ve definitely incorporated sustainable practices into my teaching, especially through my Rescue Raft project and other project-based learning (PBL) activities. In this project, my students explore the concept of floating and sinking by designing and building a rescue raft that can carry a load across water. This hands-on activity not only teaches important science concepts but also emphasizes material efficiency and eco-friendly design. I encourage my students to consider the environmental impact of the materials they use and to choose recyclable or biodegradable materials when constructing their rafts, which is especially important in a STEM desert where access to resources can be limited. The rescue raft project also gives students the opportunity to experiment with flotation principles and test their designs in real-world contexts, fostering critical thinking and problem-solving. I make sure to highlight how sustainability plays a role in engineering and design, teaching my students to create solutions that are both functional and environmentally responsible, even with limited resources.

                Areas for Improvement in My Teaching Environment

 While sustainability is already an important part of my approach, there are several ways I could enhance my teaching environment. For instance, I could encourage students to design their rafts with reuse and disassembly in mind, making it easier to repurpose or recycle materials. I could also introduce biodegradable materials like bio-based plastics like the recipes provided in our examples this week as alternatives for building parts of the raft, aligning with sustainable design principles. Additionally, we could discuss about how to reduce energy consumption during the fabrication process, focusing on using manual tools or low-energy equipment when possible. Lastly, partnering with local environmental or rescue organizations could make the project even more relevant to Turlock and address local related issues (for example learn how to use Almond and Walnut husks - which is a huge resource/waste product here) , allowing students to see how their work can have a broader positive impact in the school and region.

How Digital Fabrication might support sustainable practices? When using Digital Fabrication what actions you can take to support sustainable practices.

Digital fabrication can significantly support sustainable practices by minimizing material waste, reusing resources - I try to model bringing in my own recyclables or reusing common materials - however when adding the layer of digital fabrication,  what takes place on the computer or applications doesn't create the immediate waste. Although, its important to consider the amount of carbon produced through electricity creation - but that may be beyond the scope of this discussion. Tools like 3D printers, laser cutters, and CNC machines offer precise material usage, reducing waste compared to traditional manufacturing methods, and allowing for the reuse of scrap materials. Using the programs help lower the mistakes made along the way. I notice that I can often see 'mistakes' in the program design prior to hitting print or cut. I'm also learning that I can use recycled or biodegradable materials like PLA filament and sustainable woods, and promoting energy-efficient tools, we can lower the environmental impact of production - the PLA filiment is sometime we are trying to recycle - and in fact  - our student assistants in the Fab Lab have created a melter for remaking PLA out of leftovers. By integrating these sustainable actions into digital fabrication projects, we can empower students to create functional, eco-friendly solutions while reinforcing the importance of sustainability in modern making.

Do you think your school is ready to a change in mindset? Why? How can you get support from other stakeholders? How would you structure a training for teachers?

I believe that Stanislaus State University can be ready for a change in mindset, especially with the increasing focus on STEM education and sustainable practices. There's growing interest in adopting more innovative teaching methods and activity-based learning, collaborative, and even (soon coming AI Driven, albiet hopefully ethical) approaches that could be supported by resources available at the university. However, changing the mindset will require addressing concerns and providing proper support, particularly for faculty and staff who may not be familiar with digital fabrication or sustainability-focused curricula. To get support from other stakeholders—more so administrators, faculty, and less as much convincing, students—I would start by showcasing the benefits of these practices. See below - is a Faculty Learning Community (FLC) for Fabrication and Maker Pedagogy for university Faculty and Staff - so we are growing! Presenting data on how digital fabrication and sustainability enhance student engagement and prepare them for future careers could align well with the university's educational goals. I’d also show how these practices can fit into the broader university mission and existing programs, especially within STEM, education, and environmental studies. Organizing a pilot project or showcasing successful applications of these practices in the classroom could help demonstrate their value and build support. For structuring a training for faculty at Stanislaus State, I would start with a hands-on workshop where instructors can directly engage with digital fabrication tools (like 3D printers, laser cutters, or even biofabrication) to understand their potential. This immersive approach would allow teachers to see the value and application firsthand. Following the experience, I’d facilitate discussions to explore how these tools can be integrated into existing courses at various levels. Additionally, a focus on sustainability would be essential, emphasizing eco-friendly materials and how instructors can incorporate sustainable design principles into their teaching. For a couple years, we did try to get a Sustainability Center @ Stan State up and running to support our work and initiatives, but administration was less interested. However, to ensure ongoing support, I’d propose again regular collaborative sessions, resource sharing, and professional development opportunities, ensuring that faculty members feel confident and prepared to implement these changes in their classrooms.