Teaching with EcoTypes
New to teaching with EcoTypes? It’s been used since 2017, and completed over 4000 times, by over 60 institutions across the U.S., and we’re starting to learn what works best. Here are a few hints (and do read bottom for instructor expectations).
- Most classes appear to have their students just do the main EcoTypes survey then discuss in class. While this is okay, students will appreciate their results better if they read some online resources before or after taking the survey:
- The About EcoTypes page, which gives a general overview and answers some FAQs.
- The Ideas Matter page, an introduction to what we mean by environmental ideas and why they may be important to people for whom environmental policy and action are their main passions.
- If time, after students complete the survey you could have them browse live general results including participating institutions, demographics, grid-group results, and polarity scores to situate themselves relative to other respondents.
- You could also choose one or more axes to focus your classroom discussion, then have them browse axis resources including survey items, survey results, and the Deep Dive axis background.
- One alternative, in conjunction with or instead of the main EcoTypes survey, is the quick themes survey. As you’ll infer from the themes overview, themes may ultimately reveal the most important lessons students can learn from EcoTypes. Students will receive theme scores via the main survey, but the quick survey is, well, much quicker!—about five minutes as compared to 25-30 minutes for the full survey. If you choose this option (or if you explore themes following the main EcoTypes survey), consider these related resources:
- When Our Ideas Differ, a page introducing readers to the possibly paradoxical nature of theme poles, and the possibilities for engagement around deep difference resulting in creative tension.
- Exploring Themes, a page with four recommended exercises around the deep disagreement and creative tension characteristic of engagement.
- Axis Correlations and Axis Network, presenting relatively simple analytical results which support the overall factor analysis that led to identification of the three themes.
- For some classes, EcoTypes full or quick survey results may best be understood via focusing on one or more application topics. Topics pages provide tie-ins to EcoTypes themes and selected axes, and include Take Sides resources for three-way debates.
- This set of topic-axis-theme tables may offer helpful guidance in terms of which axes and themes are emphasized via each topic.
If you would like to use EcoTypes in your course, you may wish to start by reading the FAQ (and overview above). Here are the expectations for your use of EcoTypes:
- Please notify me at least one week before your students need to complete the survey, so that I can make sure your institution name is available for them to select.
- Note that I will add you to our low-volume EcoTypes GoogleGroup to keep in touch with you.
- If you would like to receive anonymized data from your students’ surveys, please give me one week advance notification.
- Within one month after completing your use of EcoTypes, make sure to submit the feedback form. This will help us improve EcoTypes in future.
- If you give any conference talks or publish papers based on EcoTypes, please cite me (James D. Proctor, Lewis & Clark College) and the IRB approval number (below).
Note that the EcoTypes initiative has been approved by Lewis & Clark College’s institutional review board; the current project number is HSRC #2019-40.
Thank you for your collaboration in our EcoTypes project!