• Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2016
  • Howard University Green Teacher Ceremony Spring 2012

In 2010, CETLA initiated the Green Teaching Program at Howard University. This helped faculty learn ways to implement green teaching (reduce paper use, save energy, etc.) in their courses. 

This program was modeled after American University's Green Learning program.

For an archive of the certified "green teachers," click on the Green Teachers tab. 

For an archive of some of the certified faculty's syllabi, click on the Featured Syllabi tab.

Green Teacher

LINDA BERG-CROSS (Psychology): 

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“…the green course program is just such a wonderful way to make our students elite stewards of the global homestead they are about to inherit.  It is a cultural, systemic change that will affect how they live their day to day life if enough faculty jump on this ecotrain.  It only enhanced my course on every level---the standard components of the course were totally uncompromised.  Thanks for introducing this program....”

 

 

 

 

Green Teacher

Elizabeth Bertera (Social Work): 

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“I was honored to receive the Green Teaching certification. As an Associate Professor in the School of Social Work, I applied for the Green Teaching certification, not sure that I was "being green" in my teaching. However, I have been aware of the importance of being "green" in my personal life. I do not drive to work, I "metro" as I know that my "driving less" contributes to about 19 pounds less of CO2 into the atmosphere. For a single car driving 1,000 miles a month, that adds up to 120 tons of CO2 a year. In Montgomery County, Maryland where I live, we recycle 75% of recycable materials. If every American recycled just one-tenth of their newspapers, we would save about 25 million trees a year. When I read the qualifications criteria for the Green Teacher Certification, I discovered that I was "being green" in terms of student assignments: travel to and from class (in addition to using metro, I am an avid cyclist), in my office and classroom, teaching online or hybrid courses. I often find resistance to being "green" but always keep an open mind about how new faculty can join the "green revolution." As Kermit the Frog would say, "It is not easy being green," but it is worth it!”

 

Green Teacher

Alice Ogden Bellis (Divinity):  

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I became a green teacher in order to cut down on the amount of wasted paper in my life and the life of my students. Since I am teaching the majority of my classes online, it was easy to do away with paper. I do still require some hard copy textbooks, but use as many titles as possible that are available electronically, since no one wants to drag heavy books around any more than necessary. There are also the environmental benefits, of course, of not using up unnecessary resources.

 

 


Green Teacher

Martine Elie (Communication Sciences and Disorders): 

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"It is an honor to have received the Green Teaching Certificate here at Howard University. Green teaching is not only a more efficient way to reach our students but it is also parallel with technology age that we use. Going green was a great way to offer digital materials thus maximizing resources while reducing our carbon footprint."

 

 

 

 

 

Green Teacher

ANGELA HARRIS (Journalism):  

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“I take great pride in being amongst the first group to be an ambassador for this new program, and I will carry my bag with pride, and speak of it as often as I can. I think it’s a wonderful addition….I just personally feel that just as we have an obligation to our students to impart knowledge and promote critical thinking, we also have an obligation to them to deliver this method that increases their knowledge of use of technology as well as a planet that can sustain generations to come.”


 

 

Green Teacher

LYNDA HILL (OCCUPATIONAL THERAPY):  

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“It’s an honor to be selected as a Green Teacher at Howard.  As a new full time instructor last year, I was eager to learn as much as possible about the latest and most effective teaching methods available– and therefore took just about every course that CETLA offered!  The technology features and teaching techniques learned in the Blackboard and Distance Learning certification courses in particular go hand in hand with being green.  It’s important to me to be green; it means that I strive to be as efficient as possible with both time and resources, and use teaching methods that facilitate increased student engagement and responsibility in the learning process.”

 

 

Green Teacher

Altaf Husain (Social work):  

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“I am a “green teacher” because I believe protecting and caring for the environment is a natural extension to the effort social workers exert to protect and care for the social environment. The resources we are blessed with are a trust and in eliminating almost entirely the use of paper, we are fulfilling the trust of being effective stewards over the resources we have. Our social work students also appreciate these efforts at the University to go green because it inspires them to promote a “greener” environment in the agencies and organizations in which they serve as social work interns.”

 

 

Green Teacher

Shameka Johnson (COMMUNICATIONS):  

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“I am very honored and proud to be recognized as a Green Teachers at Howard University. I became a green teacher because it is important to demonstrate the practice of reducing our carbon footprint on the world and increasing the use of technological innovations that are available to us. In addition, the implementation of going green increasing the accessibility, ease of use and longevity of my lectures, learning materials and resources to the students. Going green not only allows me to have 24 hour access to documents and information necessary for my successful teaching, but it also increases the student's accountability to consistently access resources and documents provided to them in my class throughout their educational career and into their professional careers. As a green teacher, I demonstrate to my students the need and overall impact it can have on our lives. I hope that my demonstration of going green and reducing the use of paper will inspire them to do the same and apply it to their lives.”

 

Green Teacher

Krishna Kumar (Pharmaceutical Sciences): 

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“I believe that green teaching is the only way to teach. I use various platforms like Blackboard, Tegrity, ExamSoft etc. to make sure our students are able to learn using electronic teaching material and be assessed the same way. We are fortunate to provide our students with electronic access to all textbooks. This has helped students to learn. I am always looking at various methods to make teaching more accessible to students and employ active learning methods in my teaching to move towards mastery in student learning. Being a green teacher motivates me to achieve my goals.”

 

 


Green Teacher

LESLIE LAWRENCE (Dentistry): 

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“I started teaching the pediatric dentistry literature review class four years ago. In this class, pediatric dentistry residents review literature pertinent to the specialty; approximately 100 articles. It is important that the class participants have access to all of the articles for review and analysis. So, I copied, all 100 articles, single-sided for the 12 residents in my class, along with a copy for myself. The residents were required to submit weekly assignments electronically, but most of the class members wanted paper copies also, further increasing our use of paper. With this one course, I had created a huge ecological footprint.

Fortunately, I was introduced to Blackboard by my colleague at the dental school, Dr. Farquharson, with its many tools that support "green teaching" and distance learning. Now, my students have electronic access to all of the articles to be reviewed, submit all assignments electronically, have robust discussions online and are only required to meet physically in the classroom a few times during the semester.

I found out about Howard's Green Certification program on CETLA's website and decided to participate because it supports my transition to a lighter carbon footprint. By adopting distance learning principles and being more "green" aware, paper use has been eliminated, energy conserved and residents have been introduced to ecological systems thinking.”

 

Green Teacher

Dwayne Lewis (Radiation Therapy): 

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“First and foremost I feel honored to be selected as a green teacher. My love of technology indirectly positioned me as a green instructor, because my aim at first was not to save trees; it was to make my job more efficient and productive. That said, I realize now that going paperless is good for the environment, and it saves money for the University as well. Nevertheless, all of my tests, quizzes and assignments are given through Blackboard 100%. The students enjoy the paperless environment too, primarily because the instant electronic feedback and the item analysis of their exams can be discussed immediately, anywhere on campus, and in the clinical environment via a smartphone if need be.”

 

 

 

Green Teacher

DENEEN LONG-WHITE (Health, Human Performance, and Leisure): 

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“I choose to seek green teacher certification for my health science online course for a number of reasons. First, in the online course, students learn about the six dimensions of wellness. One of the dimnesions of wellness is environmental health. Each of us has a responsibility to reduce our individual carbon footprint in order to preserve and protect the earth for future generations. The course helps to reinforce that concept and thus I thought it was best not just to "talk the talk" but to also "walk the talk" by having a course that was completely online including encouraging students to purchase used or e-textbooks. Second, I felt that I should support a program that seeks to instill an appreciation for the environment and the role that we play to improve environmental conditions. I applaud the University for this endeavor.”

 

Green Teacher

Jay Lucker (Communications): 

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“It is an honor to have received the Green Teaching Certificate here at Howard University. I have strived to do my part in keeping our environment clean, helping to cut down on waste, and working to keep our resources for our future generations. Our students are our future generations, and they deserve all the resources we can provide for them. Some may think it is difficult to be “green” and use paperless methods for teaching classes. Not true! Students today are very technology savvy. They are used to computers, using the internet, checking things on Blackboard, and completing paperless assignments by doing tests on-line and handing in assignments and papers as electronic files. Additionally, it is faster and easier to get such products back to students with comments added along with rubics and grades placed at the end of these electronic products. Encouraging our students to conserve will promote feelings within them that saving resources, reducing waste, using electronic means vs. paper, and recycling is in everyone’s best interests. I don’t think we want to see our planet become the world of “WALL-E.” Everyone should do his and her part in making our planet better. We can start here at Howard having everyone “thinking green.” I encourage all to “reduce, reuse, recycle.” ”

 

Green Teacher

ANDRIDIA MAPSON (Social Work): 

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“I have been instilling green values for the past three years in the School of Social Work through the use of technology and Blackboard in my courses. My use of these methods can assist in lowering my carbon footprint in the environment. I am able to upload my course syllabi which prevents the waste of Xeroxing and allows students to submit all their assignments online, participate in surveys, journal, and upload produced role play videos. These small details that I infuse in my courses are green lifestyle behaviors the students learn. When the green teaching certificate became available, I was able to apply for something that reinforced what I was implementing in the classroom. It gives the students an opportunity to see the advantages of going green and the importance the university places on green teaching. The students can also see the long term benefits it has on cutting costs for them and increasing learning outcomes especially since the social work profession is using computer based licensure testing, assessment tools, clinical notes, online courses, and online counseling. We are training students who will be clinicians working with people in the environment from all walks of life so we want to ensure that they can help clients make eco-conscious choices.”

 

Green Teacher

Paula Matabane (Radio, Television, and Film): 

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“I decided to apply for the green teaching certification because I like a good challenge and I like learning how to do old things in a new way. Green teaching is more efficient and in line with how today's students function. It also gives the appearance that I am really up-to-date and digitally hip!!! But more than that, I'm finding that it helps me to focus by preparing everything for the semester far in advance, it reduces costs for everyone and gets rid of a lot of paper clutter. I like saving trees and energy. Paula Whatley Matabane, Ph.D.”

 

 

 

 

Green Teacher

Reginald Miles (Radio, Television, and Film): 

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“It is an honor to be selected as a Green Teacher and I am proud that the student centered methods I’ve utilized in the classroom for the last three years are being recognized. When I began to employ technology in the classroom, I did not have a specific focus toward “Green Teaching.” I simply started using technology to engage students more and reduce the costs for supplies. I teach the audio production courses in the Department of Radio Television and Film and before 2009, students submitted the audio assignments on (Compact Discs) CD’s. Since 2009, students submit audio assignments via the Internet. The syllabus, communications to the class, assignments, supplemental information links, power point presentations, and office hours are conducted on the web through the social network Facebook and other web 2.0 applications. Facebook combined with Blackboard for Tests and Quizzes produces a virtual classroom environment that students can access on a 24/7 basis via their mobile communication devices. The combined utilization of the Social Network and the Learning Management System stores content for student use on demand in a virtual classroom for an anytime, anyplace learning experience. It is satisfying contributing to saving the environment through the creation of a virtual classroom, the use of less paper and saving energy where possible. Finally, packaging learning content in a 21st Century form that students relate with through their (mobile technology) devices is what I am most proud of in being a “Green Teacher.” ”

 

Green Teacher

MICHAEL NEWHEART (Divinity): 

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“I’m over at the divinity school, and certainly proud to be among the first.  (Of course, I read somewhere that the first shall be last.)  But I’ve also read somewhere that God, in creation, took the Earth and made an earthling out of it, and then took that earthling and put that earthling in the garden to till and nurture and to cultivate. And that we still, we earthlings, still have that responsibility to do that. And we’ve not done such a good job with it. And we in the religious sector have not done a particularly good job in reminding folks of that responsibility.  So I have for a long time been attempting to think of ways that I could help my students and do my own part in cultivating, and caring for, and nurturing the earth.   And so I was glad to learn of the Green Teaching Certificate program because we’re not only modeling for the students.  The students then will go out to their congregations, their non-profits, their community organizations, and model for them. So it is a ripple effect, or perhaps I might or might not say trickle-down effect.”

 

Green Teacher

Patricia Noone (English): 

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“From being involved in the Hurricane Katrina Mellon Grant initiative here at Howard, I learned a great deal about the implications of climate change. Those changes may not impact me so much in my lifetime—although I do find summers more hot and uncomfortable than I used to—but they certainly will impact my daughter, her friends, and their friends and ultimately their children. Issues like climate change can seem too overwhelming when we read about the possibility of the Greenland ice shelf melting, sea levels rising and engulfing our coasts, but we can all work in our individual lives to promote small changes to do our part. (In fact, that idea was central to one of the books assigned to the Katrina course, by a local author, Mike Tidwell.) Applying for a green teaching certificate is just one small way to 'become the change you want to see'—as people at my daughter's Quaker school were fond of saying.”

 

 

Green Teacher

Yanick Rice Lamb (Journalism): 

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“We go through an amazing amount of paper in academia and in journalism. The combination of both, plus ink, takes too much of a toll on the environment. I'm honored to be recognized for serving as a green role model for my students, by extending what I do at home to the workplace. Plus, my students enjoy researching, reading, writing and sometimes taking quizzes on smartphones, tablets and computers.”

 

 

 

 

 

 

 

 

 

Green Teacher

Chris Royal (Music Technology): 

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"I wanted to participate in the Green Teacher program to explore more effective ways to work with students. Besides the obvious benefits to the environment, "Green Teaching" would ensure that I was presenting materials by relying on modern technologies and methods that are proven to engage students both in and out of the classroom. Connecting with, and then staying connected to students is always a challenge, especially with subjects that are not (seemingly) as intuitive. In the performing Arts, such as Music, there is no substitute for training students using the traditional organic and analog methods (private performance instruction; handwritten music calligraphy; listening to room acoustics without amplification; etc.) But through careful and directed use of technologies, we can meet students where they are psychologically and culturally, and then extend that connection into encouraging greater participation, curiosity, and research in Music Technologies and Electronic Music Performance."

 

 

Green Teacher

MUGIZI RWEBANGIRA (Systems & Computer Science): 

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“As a computer scientist it is very natural for me to embrace computational technology that helps us do things in new and arguably better ways. Aside from the environmental benefits, green teaching methods are often simply more efficient and user friendly. For example students can submit their assignments from anywhere; they can save a bit of time and accomplish something else. But the environmental benefits are also important and provide a wonderful model for our students on ways in which we can all make better use of our planet's resources.”

 

 

 

Green Teacher

Paul A.R. Scotto di PompÉo (LANGUAGES):  

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I am very honored and proud to be amongst the Green Teachers at Howard University. As a professor using different technologies in my classes, it is my duty as a citizen of the world to push and present the concept of sustainability to my students. I do hope that it will inspire them as well as my colleagues to become more conscious of our environment. Being green is a way of life and I am green in my work and private life. When I learned about Green Teaching at Howard University, it made complete sense to apply. I am delighted to finally be an official Green Teacher and I will represent this way of working for the rest of my life.



Green Teacher

Aamir Sheikh (Oral and Diagnostic Services): 

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“I applied for the green teaching certificate because it signifies a teacher’s commitment to constantly excel in the education arena. It is most definitely a sign of our times. Moreover, to me, green teaching means embracing technology. It demonstrates a willingness to change one’s teaching styles and methods to reflect current practices and standards. I wouldn’t have it any other way. In addition to adopting this for myself, I thought it was important to encourage our students to do likewise. Last but not least, it reinforces the notion that we all have a responsibility to the environment we utilize and if everyone plays their individual part, much can be achieved.”


 

Green Teacher

Elka Stevens (Art): 

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“While recognizing sustainable practices in the academic community, the Green Initiative complements the hybrid teaching format I commonly employ. Within the learning environment, I can use green practices to 1) maximize resources - a) reduce paper use by making fewer copies and offering digital learning materials and b) decrease the amount of time invested in copying, updating, printing, and resupplying materials; 2) offer a wider variety of materials to enhance learning; 3) provide instant access to materials; and 4) save energy and reduce our carbon footprint. With the continued infusion of technology in our classrooms, the Green Initiative can continue to recognize efforts to improve efficiency, accessibility, and safety while ensuring the longevity of the planet.”


Green Teacher

Dawn Smith (Dentistry):  

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"I am proud and honored to be a part of the green teacher program.  I decided to "go green" as a result of so much paper crossing my desk.  It was initially a semester-long attempt to decrease the paperwork for myself and my dental hygiene students.  It is also an extension of my recycling at home and utilizing not just the metro but carpooling  to campus  with my daughter. The flexibility of Blackboard and Tegrity have immensely assisted me in my time management. I have the ability to meet with students one on one numerous times throughout the semester (if needed) because they can access articles, assignments and their grades at their leisure and "follow-up" with me.  The students have appreciated that I am "technology oriented versus technology challenged" and I appreciate that I am creating a greener environment for the future.  I would like to thank HU and CETLA for their commitment to the faculty by providing the training and tools for success."


Green Teacher

John Tharakan (Chemical Engineering): 

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“I am a professor of chemical engineering, where my main job is to train students to be able to work on, design, develop and implement processes that transform resources and raw materials into value added products to serve societal energy and material resource needs. At the same time it is my job and responsibility as an academic and a member of the professoriate to educate rising generations of young people and prepare them to be productive members of society. At this point in human history, it is clear that we along with this planet that is our only home, face serious and critical environmental and social challenges. If we are to prepare our young people for this world, this planet, and prepare them to be able to address these resource challenges that they and their progeny will face, I believe it is important that we incorporate concepts and ideas of sustainability into our pedagogic discourses, making sure that the students understand how critical it is to preserve the ability of our environment to provide for their and future generations' needs. We can lead by example, and what better way to do that than to be a green teacher. This to me means more than just doing everything, notes, lecture slides, assignments and projects, electronically. It also means teaching students about resource use mitigation – reduction – and environmental protection and rejuvenation, and dispersing those ideas and notions, in whatever academic and disciplinary context, across their intellectual and day-to-day interactions, both within the classroom and without, in the community, in the nation and in the world.”

 

Green Teacher

ADA VILAGELIU-DIAZ (English): 

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“I had a lot of fun being a green teacher and applying for the program, and I am really honored and proud to be in this group.  I really had a great time because I think that we are educating the future leaders, and they have to also be green leaders, so that’s why I encourage them and we’ve gone green to the extreme in my class.  I also think that we have to start a discussion about environmental justice at Howard University more seriously because, Howard being an HBCU, we have to wage a discussion about how the environment affects minorities in particular. So I think it is very important that we start this in the context of already educated green leaders.“

 

Green Teacher

Cynthia Winston (Psychology): 

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“I applied for a green teaching certificate because green matters for the current and future well-being of our planet. I wanted to push myself and my students to be more conscientious about the use and misuse of teaching and learning tools. I found that my efforts, as well as those of my students, to become more green in the context of a course stimulated discovery of more creative and effective ways of teaching and learning. Earning a green teaching certificate was a great experience for all! I highly recommend that my faculty colleagues try it!”


 

Green Teacher

WILHELMINA WRIGHT-HARP (Communications Sciences & Disorders):

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“Our American Speech Language Training Association, which is the professional organization for my discipline, has gone green. And so when I saw this as a possibility for Howard, I was definitely very excited. I’ve been trying to incorporate this in my classrooms for the past ten years actually, and it gave me even a greater incentive to try to make sure that I encourage the students to use the technology, to go online, and use all the resources so we can cut down on paper waste, and also encourage them to utilize and conserve energy, which is another aspect of this incentive.”