The creation of an integrated sustainability curriculum and student praxis projects

Bacon, Christopher M.; Mulvaney, Dustin; Ball, Tamara; DuPuis, E. Melanie; Gliessman, Stephen R.; Lipschutz, Ronnie D.; Shakouri, Ali

doi:10.1108/14676371111118237

Cited by 100 publications

(77 citation statements)

References 36 publications

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“… Following discussion in a private online forum, course participants published reports via a public conference system (Strandberg and Brandt, 2001)  Students used group wikis to develop guidance on sustainable practice for a fictitious company (Payne, 2009)  Interdisciplinary student teams used a variety of e-learning tools to research and champion practical projects in community contexts (Bacon et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

Using e‐learning for student sustainability literacy: framework and review

Diamond

Irwin²

2013

International Journal of Sustainability in Higher Education

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Purpose − The paper aims to explore staff practices in using e-learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Approach − A framework of four areas for developing SSL was proposed as a basis for analysing practice. A literature review then explored the extent to which e-learning is used to support embedding SSL in the curriculum, and the types of e-learning currently in use for this.Findings − E-learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations and implications − The sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implications − The review highlighted scope for a pedagogical shift away from using e-learning for information delivery and practical communication, and towards supporting rich, student-centred forms of learning in both blended and distance learning modes.Social implications − This shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Value − This paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e-learning.

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Section: Resultsmentioning

confidence: 99%

Using e‐learning for student sustainability literacy: framework and review

Diamond

Irwin²

2013

International Journal of Sustainability in Higher Education

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“…To inform the rigorous adaptation and application of PPBL principles in sustainability programs, a closer collaboration between educational and sustainability scientists would be helpful to expand the data produced by various case studies (mostly self-reported) into systematic and comparative research of approaches [16,67,68]. Considering that only two of the cases have published their work so far (ANU, ETH), the guidelines introduced above could serve as a scaffold for instructors, students, and stakeholders to write up their PPBL courses in sustainability to make projects comparable, which enables knowledge exchange and mutual learning.…”

Section: Discussionmentioning

confidence: 99%

“…Similar challenges have been recognized for PPBL courses in sustainability [10,[15][16][17]. Hence, it is critical to regularly review how PPBL principles are being implemented in sustainability courses and programs.…”

Section: Introductionmentioning

confidence: 99%

Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

2013

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Problem-and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students' sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia). Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses.

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“…Na mesma linha de Jabbour (2010), muitos estudos são realizados com o objetivo de verificar a inserção de disciplinas com foco na sustentabilidade na grade curricular das universidades e faculdades (chhokar, 2010; savelyeva; mckenna, 2011; bacon et al, 2011, entre outros). O estudo desenvolvido por Bacon et al (2011) constatou que os projetos interdisciplinares, que podem ser incluídos na matriz curricular, constituem uma ferramenta pedagógica bastante útil para demonstrar aos estudantes experiências práticas. Entretanto, o mesmo estudo cita as dificuldades enfrentadas com a burocratização prevalente no âmbito acadêmico e a falta de investimentos humanos e financeiros.…”

Section: Fatores Disseminadores Da Sustentabilidade Nas Iesunclassified

Práticas Sustentáveis Nas Instituições De Ensino Superior: Uma Proposta De Taxonomia Baseada Na Percepção Ambiental Dos Alunos Do Curso De Administração

Júnior-Ladeira

Santini

Araújo

2012

RAEP

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(ies). No entanto, não se tem, ainda, na literatura administrativa, uma noção clara de quanto essas práticas influenciam os estudantes de administração a serem mais conscientes no que tange à sustentabilidade. Dentro deste contexto, o presente trabalho tem como objetivo analisar de que forma são percebidas pelos alunos do curso de administração as práticas de sustentabilidade desenvolvidas pelas ies. Para isto, estudou-se o comportamento de 755 alunos de quatro ies que tinham como característica comum a existência de práticas sustentáveis e a sua comprovação em um período mínimo de cinco anos. Ao término da análise, foi criada uma taxonomia, que traz como contribuição uma classificação empírica, que relaciona diretamente a consciência ambiental dos alunos e o conhecimento das práticas sustentáveis da ies. Esta taxonomia, além de gerar três clusters (ausência da percepção das práticas sustentáveis, práticas sustentáveis se resumem em ações mercadológicas, criação e disseminação de práticas sustentáveis como foco) com comportamentos diferentes, auxiliou a entender como são percebidas pelos alunos do curso de administração as práticas de sustentabilidades desenvolvidas pelas ies. Palavras-chave: práticas sustentáveis; consciência ambiental; Instituição de ensino superior. AbstrAct In many Higher Education Institutions

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The creation of an integrated sustainability curriculum and student praxis projects

Cited by 100 publications

References 36 publications

Using e‐learning for student sustainability literacy: framework and review

Using e‐learning for student sustainability literacy: framework and review

Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

Práticas Sustentáveis Nas Instituições De Ensino Superior: Uma Proposta De Taxonomia Baseada Na Percepção Ambiental Dos Alunos Do Curso De Administração

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