Intensive Environmental Sustainability Education: Long-Term Impacts on Workplace Behavior

Dvorak, Bruce I.; Stewart, Benjamin A.; Hosni, Ahmed A.; Hawkey, Stacey A.; Nelsen, Valdeen

doi:10.1061/(asce)ei.1943-5541.0000054

Cited by 14 publications

(6 citation statements)

References 10 publications

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“…While some data suggest declining empathy for others among college students (e.g., Konrath, O’Brien, and Hsing 2011), other research finds increased empathy after service learning (e.g., Wilson 2011). Service learning also shows positive effects on social responsibility, career skills, and even gratitude for service experiences while in college (e.g., Bowman et al 2010; Dvorak et al 2011; Eyler et al 2001; Fullerton, Reitenauer, and Kerrigan 2015; MacFall 2012; Newman and Hernandez 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Taking the Learning from Service Learning into the Postcollege World

Stolley

Collins

Clark

et al. 2017

Journal of Applied Social Science

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For 10 years, Virginia Wesleyan College (VWC) hosted a week-long on-campus emergency homeless shelter during the College’s short Winter Session. The mission of the extracurricular student-initiated, student-run project was to serve the homeless, raise awareness, dispel myths about homelessness, and reflect VWC’s mission. This research is a qualitative assessment of transferable-skill development and attitudinal change of alumni who, as students, held Shelter Manager positions. Results show that all former managers who responded to the survey think about the Shelter with some regularity, and each has continued their involvement with Shelter postcollege. Reported outcomes include changed stereotypes and broader worldviews, as well as the development of transferable skills, including interpersonal and communication skills, leadership, and teamwork. Respondents reported specific examples of ongoing impacts of Shelter in both their personal and professional lives. Research findings provide an assessment of this unique engaged learning experience specifically and contribute to the literature on postcollege outcomes of service learning more broadly.

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Section: Literature Reviewmentioning

confidence: 99%

Taking the Learning from Service Learning into the Postcollege World

Stolley

Collins

Clark

et al. 2017

Journal of Applied Social Science

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“…An assessment of the environmental benefits of E2 improvements for either processrelated components and/or auxiliary infrastructure was performed as discussed subsequently. E2 improvements were evaluated based on data collected from previous energy assessment recommendations conducted by two local technical assistance programs [4,38]. These recommendations typically included an assessment of the existing unit operation's energy use, a modeled projected performance with modification, required resources for modification, implementation cost, and an estimated simple economic payback period.…”

Section: Evaluation Of Energy Efficiency (E2) Improvementsmentioning

confidence: 99%

Comparison of Greenhouse Gas Emission Assessments of Solar and Energy Efficiency Improvements at Small Water Resource Recovery Facilities

Thompson,

Dvorak

2024

Environments

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Small water resource recovery facilities (WRRFs) account for the majority of centralized systems in the world and have higher energy intensities than large facilities. This study compares potential greenhouse gas emission reductions based on on-site solar energy and energy efficiency (E2) improvements made at small WRRFs. Case study data from 31 existing small WRRFs in Nebraska were collected and included 35 site-specific energy efficiency (E2) recommendations and on-site solar renewable energy systems integrated at three facilities, and the data were used to compare the benefits of on-site solar energy and E2 improvements made at small WRRFs. Improvements in E2 (e.g., improved aeration control) presented the largest reduction in emissions per dollar invested. They often exhibited shorter paybacks, with operational changes in aeration strategies showing the highest impact (up to 0.2 kg CO2eq/m3 treated water). On-site solar systems showed the largest net potential for reducing environmental footprint (0.35 kg CO2eq/m3) but often showed the smallest emissions reduction per cost. While the use of both E2 improvements and the integration of on-site solar renewable energy can significantly improve the sustainability of small WRRFs, on-site solar has advantages for small facilities in that it often requires less operational involvement, allows for greater facility resiliency, and presents less uncertainty in terms of environmental benefit.

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“…Two major challenges faced in SL projects are insufficient human capacities and difficulties in securing funding, both of which impede the development and implementation of new SL initiatives (Preradović et al, 2022). Intensive sustainability courses incorporating SL experiences often demand more instructional resources than traditional lecture courses (Dvorak et al, 2011). A third challenge is the attitude of educators.…”

Section: Obstructors Of Impact Of Slmentioning

confidence: 99%

Service-Learning as a niche innovation in higher education for sustainability

Álvarez-Vanegas,

Ramani,

Volante

2024

Front. Educ.

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Education for Sustainable Development (ESD) is a framework proposed by UNESCO to develop knowledge, skills, values, and behaviors in youth for sustainable development. As part of the global development agenda, higher educational institutions are expected to integrate ESD into their curricula. Service-Learning is a type of experiential learning in which students combine academic coursework with community service which is aligned with the learning objectives of their academic program. In light of the global trend, our paper investigates how universities are responding to this call through the introduction of Service-Learning programs. First, a comprehensive review of UN documents presents the background and structure of ESD. Second, a systematic review of the academic literature analyses how Service-Learning is being introduced in higher educational institutes. Key findings are that Service-Learning programs align with most of the UNESCO framework components, but higher education institutions are finding it challenging to implement them. Educators play a pivotal role in implementation, and unless they are trained and incentivized and this is systematized, not only Service-Learning but also ESD may fail to transform learning environments. Furthermore, there is a need for impact evaluation, particularly in terms of key sustainability competences. The three major challenges are insufficient educator capacity, funding, and educator attitudes. These challenges can be addressed through university-based projects addressing local problems that have a visible impact, as well as collaboration with local communities, other institutions and, social enterprises.

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Intensive Environmental Sustainability Education: Long-Term Impacts on Workplace Behavior

Cited by 14 publications

References 10 publications

Taking the Learning from Service Learning into the Postcollege World

Taking the Learning from Service Learning into the Postcollege World

Comparison of Greenhouse Gas Emission Assessments of Solar and Energy Efficiency Improvements at Small Water Resource Recovery Facilities

Service-Learning as a niche innovation in higher education for sustainability

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