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Activating Sustainability In and Out of the Classroom: Magnolias Curriculum Project

by Jay Sauerman

The 2025 Magnolias Curriculum Project took place on May 21 and 22, bringing together 13 faculty participants from 13 different academic areas for a two-day curriculum workshop.

“I really appreciated how the Magnolia workshop combined focused work time, more abstract discussions of sustainability in the classroom, and the chance to connect with faculty across disciplines,” said Molly MacVeagh, Assistant Professor of Interdisciplinary Humanities. “I’m coming away from our two days of conversations feeling energized and inspired to rethink my course design.”

Day one brought the group to the Reynolda House Museum of American Art, a central location that was used to explore nearby sustainability learning spaces – the Reynolda Trails, Piedmont Prairie Meadow, and Lake Katharine – and connect to the history of the land. 

Day two of the workshop took place at Wake Downtown, welcoming guest speakers and alumni from the program to join in a celebratory reception to continue the collaborative spirit of the program.

The Magnolias Curriculum Project began in 2012 and has continued to evolve in its content, though the primary formula remains the same: faculty members commit to two days of interactive sessions, field trips, guided discussions, and working time to enhance one of their course’s syllabi – or develop a new one – with thoughtful inclusion of sustainability topics. 

This year’s 13 participants join the growing cohort of over 130 Wake Forest faculty members who have completed the program since it started. 

“It was a wonderful opportunity to connect with like-minded faculty and staff for authentic conversation and fruitful idea generation,” said Amanda Corris, Assistant Professor in the Department of Philosophy. “I had had my eye on the Magnolias Curriculum Project since coming to Wake and am so grateful for the chance to participate.”

This year, we were joined by faculty from  a wide range of disciplines, including:

The workshop was facilitated by Jill Crainshaw, Professor of Worship & Liturgical Theology in the School of Divinity and University Ombuds, and Erin Henslee, Assistant Professor in the Department of Engineering, who participated in the workshop in 2015 and 2019, respectively.

Dr. Henslee introduced a pedagogical improvisation activity in the Reynolda Meadow as a new element to the workshop this year.

“The pedagogical improv activity was incredibly useful as a practical exercise in rethinking how I approach course assignments,” said Chris Zaluski, Program Director of the Documentary Film Program. “The activity – and the workshop in general – allowed us to break out of our academic silos. We worked with faculty from across academic disciplines, which broadened my perspectives and allowed me to meet and interact with wonderful colleagues.”

Participants also enjoyed a resource expert panel exploring Politics and Pedagogy: Dialogue in the Classroom, a session co-led by Betsy Barre, Assistant Provost and Executive Director of the Center for the Advancement of Teaching, and Deb Marke, Associate Director for Democratic Engagement and Justice Programs in the Office of Civic & Community Engagement.

“To build trust and engage students who might otherwise be resistant to the ideas in your course, they should not be the only ones asked to defend their views with evidence,” Barre said. “Many of your students may have arrived at the ‘correct’ view but for the wrong reasons. If you ask all students to provide evidence for every claim, it becomes the standard practice in your course, rather than an attempt to challenge only those with the ‘wrong’ views.”

Krista Stump, engaged and experiential learning manager for the Office of Sustainability, organized this year’s Magnolias Curriculum Project with the vision to activate the full breadth of the Wake Forest campus for engaged learning.

“Hosting the workshop at the Reynolda House and Wake Downtown provided opportunities for faculty to visit on-campus sustainability learning spaces and envision ways these spaces can support their course learning outcomes,” Stump said.

We would like to offer a final congratulations to our newest Magnolias Curriculum Project alumni: