ENVR 300 - The Paradox of the Cultivated Wild (2020-2021): As a part of the "Paint-Out Pollution" initiative, stencils of the creatures impacted by runoff pollution are spray painted on campus sidewalks near storm drains. The project was initiated by students aiming to engage the campus community in spreading community awareness for vulnerable species in the watershed in the Spring of 2021. The stencils are part of a program from the James River Association. (Carrie Wu, FA20-SP21)

The Bonner Center for Civic Engagement offers a multitude of resources to encourage Community-Based Learning (CBL). CBL courses fully integrate classroom and community elements. Faculty design projects to respond to community-identified needs, and the community partners often become co-educators. Students in CBL classes also act as co-educators rather than passive recipients, engaging in the community, reflecting on experiences.

One example of public Engagement in this form is the "Geography of the James River Watershed" GEOG 215/ENVR 215: Geography of the James River Watershed.

Geography of the James River Watershed

GEOG 215/ENVR 215: Geography of the James River Watershed (1 unit)

https://livinglearning.richmond.edu/ssir/james-river/index.html

GEOG 250 - Planet Earth: Wind, Water: The Earth is changing in unprecedented ways. This course introduces the characteristics and interrelationships of the Earth's climates, landforms, soils, and natural vegetation, with special emphasis on human relationships with their environment. The subject matter is particularly relevant to current social and scientific interest in global climate change and the spatial inequalities in environmental pollution and resources that benefit some communities and disadvantage others. The material is global in scale, though we will illustrate many of the concepts using local examples from campus and the city of Richmond. (Lookingbill FA23 and Spera SP24)

GEOG 370 – Global Climate Investment: This class focuses on geographic perspectives on economic development and spatial analysis of trends in the global economy and how this influences the climate and wider environment. The class will discuss natural resource location and distribution; commodity flows and chains; technological change and diffusion; international trade; entrepreneurship and innovation; industrial location theory; social and cultural dimensions of development; geographies of labor; and regional development theories and trends. (Finley-Brook, FA23).  This class specifically looks at the campus of the University of Richmond and opportunities related to socially responsibile investment. 

ENVR 322 – Global Impact of Climate Change: Rapid climate change is causing an increase in the temperature of the atmosphere and oceans. This is a truly global problem that requires international research and collaboration to resolve. The USA is a major producer of the atmospheric “greenhouse” gases that make a significant contribution to this global “anthropogenic” warming. The aim of this course is to introduce students to the global environmental impact of anthropogenic climate change, and to challenge students to think about the possible impact of the way we live in the USA on poor, marginalized and at risk communities around the world. (Kitchen, FA23)

GEOG 210 - Planet Earth: People and Place: Buildings – Class has a module on green construction, discuss features, and green building overall and visit LEED buildings on campus. That is followed by sustainable urban design mock-ups that cover a specific sustainable features, such as reduced, circulating, and clean flows of materials, place for nature, connected patterns of, creative place-making, and well-being (Salisbury FA23 and Finley-Brook SP24).

PHYS 123 – Renewable Energy with Lab. The class discusses the physics behind climate change and renewable energy. This is a lab component includes collection of data from various systems, including the 205kW solar array on top of the Weinstein Center at UR, and derive conclusions from the data. (Mariama Rebello de Sousa Dias, FA23)

GEOG 210 - Planet Earth: People and Place: Students research commodities they consume from production sites to transport to them end user. They then research a food-related topic and construct Storymaps to share the journey of their food, as well as the social and ecological implications of a food they consume regularly. The projects are informed by readings on food and food systems (papaya, sugar, Fiji water, bananas), pesticides, gardens, and farmers markets. (Salisbury FA23 and Finley-Brook SP24) 

BUAD 469 – Bench Top Innovations: A two semester experiential program where 16 students from all disciplines across the University of Richmond will explore, ideate, prototype, manufacture, and commercialize a consumer packaged food or beverage-from idea to revenue in nine months. In the first semester, students will learn and employ design thinking and agile techniques to explore market opportunities and ideate possible solutions. In the second semester, the students will operate in teams typically seen in start-ups (Operations, Marketing, Sales, Finance) as they market and sell their product through traditional retail establishments as well as direct-to-consumers. This course will be managed and staffed by the Marketing department of the Robins School of Business. (Mier, FA23 and SP24). This class also provides opportunity for students to explore making improvements on campus, some of which could be realted to the food system on campus at the University of Richmond.

 BIOL/ENVR 109 - Introduction to Ecology: Pollinators are used as flagship species for students learning about co-evolution, life cycles, population sizes, migration, community composition, ecological threats, ecosystem services, the Endangered Species Act and conservation. Students in this course take part in one group research project and one independent project during the semester. During the group research project, students work together to develop a research question and study design, collect and analyze data and present results in a formal lab report; work includes planting and monitoring the campus Pollinator Meadows for one or both of these activities.

ENVR 201 - Introduction to Environmental Studies: Students in ENVR 201 study the Eco-Corridor, focusing on the evaluation of impact and recommendations for the future of the area. There is also be a general volunteer component to maintain the Eco-Corridor, which focused on planting of native species (boneset and milkweed) in Fall 2021. (Emily Boone, FA23)

MKT 424 – Consumer Behavior: Emphasis on understanding of individuals as consumers and organizational buyers; actions consumers engage in while selecting, purchasing and using products or services in order to satisfy needs and desires. Focus on psychological, emotional, social, and physical processes that precede or follow these actions; how offerings can be targeted more efficiently and effectively to consumer. (Hanson, SP24). This course includes components of campus purchasing into decision making structures that can relate to operational sustainability. 

ENVR/GEOG Senior Capstone - Both the Environmental Studies and Geography Senior Capstone courses provide the opportunity for students to explore their personal interests related to sustainability on campus and in the community.  The Fal 2024 offerings of this course included student projects related to enhancing multi-modal transportation and accessibility on campus. 

GEOG 325 – Latin American Geographies: Transnational and Local Connections: Latin America is a culturally and ecologically diverse region with historical and contemporary connections to locations around the world, including Richmond, Virginia. Documenting the movement of people and flows of ideas, goods, and services, this course analyzes the political economy and ecology of transnational networks in areas such as immigration, security, transportation, communication, energy, and commerce while examining place-based consequences in local communities. 

GEOG 220 – Ecotourism: Ecotourism integrates environmental protection, education, empowerment, local livelihoods, and responsible travel. The study of ecotourism allows students to document and analyze complex interactions between society and nature.

MKT 329 - Sustainable Marketing: At the University of Richmond, sustainability means creating environmental, social, and economic conditions that foster health and well-being for people and the natural world in this generation and generations to come. There are several programs at the University of Richmond that helps fulfill this sustainability-related mission. Students enrolled in Marketing Sustainability will be asked to help develop a solution that creates greater student awareness, engagement, and participation in the Rethink Waste Program. For this project, students work in teams composed of four members. The main deliverable for this project is a written description and presentation of your solution specifically addressing how and to what extent your solution will increase student awareness, engagement, and participation. 

 MGMT 348 - Environmental Management: Members of the class participated in the Sustainable Solutions Challenge in two separate years, one year related to single-use plastics and the other composting. For the composting year, the goal was to help educate on composting and improve collection practices. Students evaluated the Rethink Waste program and proposed collection, bin design, and signage ideas to improve composting outreach and effectiveness. Teams of four students presented their research to staff and administrators. (LaFont SP24)

 BIOL 328 – Aquatic Ecology: Introduction to the study of aquatic environments, including their ecology, evolution, and relevant conservation considerations. This is a hands-on, field-lab based class, where each week integrates classroom material on core concepts with field sampling experiences on local water bodies. (Richardson, FA23).

CHEM 316 – Environmental Chemistry: Study of the fate, transport, and distribution of chemicals in the environment. The chemistry of the atmosphere, hydrosphere, and geosphere will be covered, highlighting effects of inorganic and organic pollutants. Topics such as global warming, stratospheric ozone depletion, acid rain, photochemical smog, and groundwater contamination will be discussed in detail. (Stevenson, FA23).

GEOG 401/ENVR 391 - Environmental Studies/Geography and the Environment Senior Seminar: Students research and propose innovations to help the University meet various goals in the University of Richmond Sustainability Plan. Topics include carbon emissions reductions, tree surveys, restoration projects, and water quality improvements. All of the projects include an Outreach component. (Finley-Brook, FA23).

Well 100 - An Introduction to College Life, explores the campus of the University of Richmond as a case study for student learning in best practices for diversity, equity, and inclusion, some of the topics of this course relate to equity minded practice on the campus itself and introduce students to key principles of diversity and belonging.  This is highlighted through illuminating the intersectionality of issues of environmental degradation and social justice, as demonstrated in the sustainability module section of Well 100. 

GEOG 333 – Geographies of Amazonia: Explores the contradictions and connections of Amazonia. Considers the region's importance and relevance to the rest of the world through a study of the ecologies, histories, and geographies of Amazonia. Looks at the Amazon basin as much more than the world's greatest rainforest, richest reserve of biological and cultural diversity, and largest source of fresh water flow. 

HIST 306 – American Identities: Thematic exploration of historical issues of identity development and construction in the twentieth-century United States, focusing on such questions as: What do historians mean by "identity"? How do they use categories like race, class, and gender to understand the American experience? How have they approached issues of status, power, and individuality?

 SOC 216 – Social Inequalities: Examination of how class, race, and gender structure everyday life experiences and social institutions. (Mowery, FA23) Investment and Finance 

 ECON/ENVR 230 - Environmental Economics: The course uses economic principles and analysis to study environmental problems and solutions. An important component of the course is environmental policy, specifically how to design regulations in the most efficient way. The Eco-Corridor is a study topic. Students spend time analyzing the following questions: What policy led to the creation of a nutrient loading offset program? What were the objectives and expectations of that policy? What incentives did the University of Richmond have to participate in this program? What costs are borne by the University? What benefits accrue to the University? What incentives did the City of Richmond have to participate in this program? What costs are borne by the City? What benefits accrue to the City? What alternatives exist for addressing this environmental problem? How effective have they been? How do they compare to this offset program? What other projects/programs could be of interest to the University? (Rijal, SP24)

 WELL 101 – Perspectives on Environmentalism: This course explores sustainability as a framework for creating a better world and how it relates to personal wellness. Through a variety of lectures, in class discussions, and reflective exercises, the course will provide the opportunity for students to learn how their own personal well-being is intimately tied to their ability to create positive social change. Students will learn how their own personal wellness is connected to their effectiveness as change agents, explore a variety of different theories of change, develop an understanding of the importance of well-being and its relationship to changemaking work, and create their own personal vision statement for their lives and future endeavors in the context of creating a more sustainable world. This course introduces students to campus resources that can be utilized at the intersection of wellbeing and sustainability (Hart SP24).

FYS: Climate Fiction and Social Change - this course as a first year semianr actively utilized the campus Eco-Corridor as a living laboratory for meta-cognitive strategies that relate to personal wellness, all at the itnersection of the domains of Climate Fiction and Applied Social Change. 

Living Learning Programs: https://livinglearning.richmond.edu/index.html

Eco-Corridor: https://storymaps.arcgis.com/stories/8658c8f7b03e4ecc8b6d41d0b95a63ba
https://engage.richmond.edu/courses-scholarship/eco-corridor-cbl.html

East End Cemetery: https://engage.richmond.edu/courses-scholarship/east-end-cemetery-collaboratory.html

Community Based Learning: https://engage.richmond.edu/courses-scholarship/courses/index.html

Sustainable Solutions Challenge

The Sustainable Solutions Challenge, housed out of the School of Business provides the opportunity for students to both curricularly and co-curricularly engage in using the campus as a living lab for sustainability in all 16 of the topical living lab areas identified by STARS. 

https://sustainability.richmond.edu/involved/students/sustainability-challenge.html