An Examination of Higher Education Institutional Level Learning Outcomes Related to Sustainability

Buckley, Jessica Belue; Michel, Jessica Ostrow

doi:10.1007/s10755-019-09493-7

Cited by 21 publications

(19 citation statements)

References 31 publications

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“…In their review of learning outcomes related to sustainability in higher education institutions in the United States, Buckley and Michel (2020) recognise the need for specific sustainability learning outcomes to be developed that are relevant to the institution and the course, but importantly they suggest that these are underpinned in each institution by ìwhat pedagogical beliefs about learning for sustainability drive approaches to teaching and learning for sustainabilityî (Buckley & Michel, 2020, p. 214).…”

Section: Recognisementioning

confidence: 99%

“…The intention is to link learnersí values to the knowledge and skills they apply through their chosen professional field in order to contribute to a sustainable future. As Buckley and Michel (2020) identify, the disposition of students toward sustainability related issues is an integral aspect of their learning along with knowledge of key concepts and skills.…”

Section: Competences and Esdmentioning

confidence: 99%

“…Within ESD research literature there is a clear focus on pedagogical approaches (Lozano et al, 2017;Ayers et al, 2020) and on integrating sustainability learning outcomes in higher education curricula (Buckley & Michel, 2020). There have even been efforts to assess the financial sustainability of Masterís level programmes for the students enrolling on them (Maragakis et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Gajparia

Strachan

Vare

et al. 2021

Discourse and Communication for Sustainable Education

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This paper offers a rationale for how ESD related learning at postgraduate level can be assessed. It proposes a framework for evaluating whether assessments in Master’s level programmes align with the pedagogical approach of Education for Sustainable Development (ESD). If assessment is to contribute to the overall learning process, then the nature of the assessment should reflect the pedagogy, values and principles associated with ESD. Utilising an Appreciative Inquiry model, existing models of competences for sustainable development have been used to develop the framework. The framework is not aimed at the performance of the students; rather, it is applied to the course itself to identify if assessment opportunities are in keeping with an ESD approach. The framework is applied to three examples from Master’s programmes, with which the authors are affiliated in England and Jamaica. The findings identify key characteristics that should feature in assessing learning for sustainability. The framework enabled the authors to gauge the extent to which their assessment regimes are in line with the aims, purpose and content of their programmes. While the examples cited are from the field of education, the framework can be applied to any Master’s programmes containing elements of sustainable development.

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Section: Recognisementioning

confidence: 99%

Section: Competences and Esdmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Gajparia

Strachan

Vare

et al. 2021

Discourse and Communication for Sustainable Education

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“…The location of sustainability science programs and researchers in HEIs presents several challenges. Sustainability science requires transdisciplinarity, thus active collaboration with a variety of societal stakeholders throughout the process, especially those outside of academia, is necessary (Bieluch et al, 2017;Brundiers & Wiek, 2011;Buckley & Michel, 2020;Dedeurwaerdere, 2013;Lang et al, 2012;Yarime, 2011;Yarime et al, 2012). Cultivating such partnerships is complicated and impacted by social, psychological, and contextual variables (Bieluch et al, 2017), with critical discussions underway about stakeholder involvement practices and ideals in relation to science (Mielke et al, 2016(Mielke et al, , 2017.…”

Section: Introductionmentioning

confidence: 99%

Higher Education Institution–Community Partnerships: Measuring the Performance of Sustainability Science Initiatives

et al. 2021

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The enterprise of sustainability science extends beyond the academy to address pressing environmental issues through collaboration. It coincides with trends in higher education institutions (HEIs) towards an expanded mission for addressing societal challenges as well as greater accountability. In this paper, we aim to establish an instrument for assessing the performance of sustainability science initiatives in HEIs. The performance of three HEI–community partnerships for sustainability science in Ontario, Canada (the Brock-Lincoln Living Lab, the Excellence in Environmental Stewardship Initiative, and Niagara Adapts) were examined using the HEI–Community Partnership Performance Index (HCPPI). Our preliminary results suggest that the HCPPI is a reliable, valid, and easy-to-administer tool for accurately assessing the performance of HEI–community partnerships for sustainability science. Incorporating systemic performance assessments into HEI–community partnerships promotes accountability, transparency, and continuous improvement. It also serves as a vital feedback mechanism by fostering reflection, adaptation, and learning—critical components to sustainability science.

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“…Rapid developments in science and modern technology based on them have been the basis for the development of biology, and have led to an increase and change in knowledge (Buckley and Michel, 2020;Ozyigit, 2020).…”

Section: Introductionmentioning

confidence: 99%

The effect of biology teaching with concept cartoons based on constructivist learning approach on student achievement and permanence of knowledge

Aslan

Engin

Kurmanbekova

et al. 2021

Frontiers in Life Sciences and Related Technologies

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The aim of this study is to investigate the effect of concept cartoons and biology teaching based on a constructivist learning approach on student achievement and permanence of knowledge. The study group consists of 49 students studying in two of the 10th digital classes of Kazım Karabekir Technical and Industrial Vocational High School in the Yunus Emre district of Erzurum. At the stage of data collection, biology achievement tests including three-stage pre-test, post-test and permanence test consisting of 25 questions related to the subject of "Ecosystem Ecology", which is the third unit of the biology course, were prepared and used from the preparation books of the Student Selection Examination (ÖSS). In the study in which the pretest, posttest control group quasi-experimental design was used, the subjects were applied to the control group with the traditional straight expression method, and the teaching method was applied to the experimental group with the researched concept cartoons. The cartoons were given to the experimental group as a material, and the lesson was presented as slides, supported by cartoons, and actively processed in the form of questions and answers. As a result of the evaluation of the data, there was a statistically significant difference in favor of the experimental group (p <0.05) according to the posttest scores obtained from the achievement test in the experimental group, where the teaching was performed with concept cartoons, and there was a significant difference between the groups in terms of retention test scores made after 4 weeks (p <0.05) was observed. At the end of the study, it was understood that teaching with concept cartoons had a positive effect on providing students to learn biology knowledge compared to the traditional method.

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An Examination of Higher Education Institutional Level Learning Outcomes Related to Sustainability

Cited by 21 publications

References 31 publications

Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Higher Education Institution–Community Partnerships: Measuring the Performance of Sustainability Science Initiatives

The effect of biology teaching with concept cartoons based on constructivist learning approach on student achievement and permanence of knowledge

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