Teaching and learning strategies for sustainable development / / Enakshi Sengupta (The American University of Kurdistan, Iraq), Patrick Blessinger (St. Johns University and Higher Education Training and Learning Association, USA), Taisir Subhi Yamin (The International Centre for Innovation in Education, Germany)

• Pubblicazione: Bingley, England : , : Emerald Publishing, , [2020]; ©2020
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (xii, 256 pages) : illustrations
• Disciplina: 338.927
• Soggetto topico: Sustainable development - Study and teaching; Business & Economics - Development - Sustainable Development; Sustainability
• Persona (resp. second.): SenguptaEnakshi; BlessingerPatrick; YaminTaisir Subhi
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Half Title Page -- Series Page -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Series Editors' Introduction -- Innovations in Higher Education Teaching and Learning -- FOREWORD -- Part I-PEDAGOGICAL APPROACHES -- Chapter 1-Introduction to Teaching and Learning Strategies for Sustainable Development -- Introduction -- Literature review -- Conclusion -- Chapter overviews -- References -- Chapter 2-Integrating Sustainability into the University: Academies for Learning -- Introduction -- The Academies -- The Ecojustice Curriculum Framework -- Embracing the Cultural Commons -- Redressing Our Conceptions of Intelligence -- Learning in the Academies -- The Professor as Mediator -- Conclusions -- References -- Films -- Chapter 3-An Interdisciplinary Problem-Based Approach to Education for Sustainable Development -- Beginnings -- Preparing the ground -- The Pilot -- Development of the approach -- The transformative nature of Education for Sustainable Development -- Discussion -- Conclusion -- Acknowledgments -- References -- Chapter 4-Using the Sdgs to Promote Change and Nurture Connectivity in an Undergraduate Design Module -- Introduction -- Millennium Development Goals -- Sustainable Development Goals -- Sustainable Development Goals and Design -- Framing the Research -- Future scenario building -- The Ethical Journey -- Methods -- Results -- Were you aware of the SDGs before this module? -- If you were aware of the SDGs, where did you hear about them? -- Which SDGs are related to your design challenge? -- What do you consider to be the values of the SDGs? -- In what way do you find the SDGs helpful? -- What aspects of your design have the SDGs made you think about?. ; Having explored the SDGs within your project, can you give an example of trade-offs, wherein it was impossible to maximize fulfillment of two or more SDGs because to maximize one would mean not being able to maximize another? How did you decide what trad -- Give an example of how two or more SDGs were connected within your project -- Having explored the SDGs within the context of your project, would you change anything about the SDGs? If so, give an example -- Insights -- References -- Chapter 5-Leading Assessment Practices to Foster Sustainability Learning in Engineering Classrooms -- Introduction -- Literature Review -- Two Learning Models that Foreground Alignment -- Two Useful Frameworks for Sustainability Teaching -- Teaching Approaches in Engineering Sustainability Classes -- Impact of assessment design on student approaches to learning -- Overview of Research in Assessment -- Current Practice in Assessment for Sustainability in Engineering -- Research in Assessment for Sustainability in Engineering -- Discussion -- Conclusions -- References -- Chapter 6-Can the Anthropocene Provide a Tool For Meaningful Teaching of Sustainability in Higher Education? -- Background -- The Anthropocene -- Sustainability in Higher Education -- Research Approach -- Outcomes -- Discussion Points and Recommendations -- References -- Chapter 7-Deliberative Dialogue and Syllabus Deliberation as Innovative, Cross-Disciplinary, and Sustainable Teaching Methods -- Introduction -- What is Deliberation? -- What is the Deliberative Dialogue? -- Author's Context -- Deliberative Dialogue at Work -- More on the Issue Guide -- Deliberative Dialogue Session Implementation -- Reflections and Findings Related to Deliberative Dialogue in the Classroom -- Syllabus Deliberation -- Reflections and Findings Related to Syllabus Deliberation -- Questions and Ponderings -- Conclusion. ; References -- Chapter 8-Integrating Sustainable Development into the Whole Institution: can The SDGs Bridge the GAP? -- Introduction -- The Whole Institution Approach for Sustainable Development -- Case Studies -- University of Bologna -- University of Ghana -- University of Regina -- Siam University -- University of Costa Rica -- Discussion -- Conclusion -- References -- Chapter 9-Integrating Sustainable Development into the Postgraduate Curriculum in the UK: a Mixed Method Study -- Introduction -- Postgraduate Taught Courses: Faculty and Student Perspectives -- Theory: Ladder Framework Underlying this Study -- Material and Methods -- Institutions and Programs -- Survey Results and Analysis -- Consensus and Disagreement -- Qualitative Comments on "Radical" Positions -- Faculty Interviews -- Curriculum Structure, Focus, and History -- Discipline Considerations and Views -- Interpreting Strong and Weak Views: Natural Versus Human Capital Focus -- Lecturer Experiences and Transformation -- Organizational Contrasts and Tensions -- Sustainability Principles, Definitions, and Practices -- Students Characteristics and Consequences -- Discussion & -- Conclusion -- References -- Part II-INNOVATIVE CASE STUDIES -- Chapter 10-The Teaching Sustainability Mini-Pilot: a Faculty Learning Community Building Curriculum for Students' Sustainability Thinking -- Review of Literature -- Educating Sustainability -- Conceptual Framework -- Study Aim and Research Question -- Methodology -- Objective -- Participants, Recruitment, and Subjects Taught -- Data Collection -- Method -- Presentation of Data -- The Essence of the TSMP Experience -- Summary of Themes -- Theme 1: Making Sustainability Learning Visible Through Story and Participatory Action -- Theme 2: Making Sustainability Learning Visible by Starting with the Text. ; Theme 3: Making Sustainability Learning Visible through Reflective Paper Submissions Toward a Changed Mindset -- Limitations, Implications, and Outcomes -- References -- Chapter 11-Study Circle as an Innovative Tool for Promoting Lifelong Learning and Community Empowerment -- Introduction -- Sustainable Development Goals -- Lifelong Learning -- Learning Society -- Study Circle -- Case Study 1: Zimbabwe -- Case Study 2: Sweden -- Discussion of ALE and the SDG 4 targets -- Conclusion -- References -- Chapter 12-Student Perceptions of Engineers' Versus Teachers' Roles and Responsibilities in Contributing to Sustainable Development -- 1. Introduction -- 2. Research Methods -- 2.2 Data Collection -- 2.3 Data Analysis -- 3. Results -- 3.1.1 Words -- 3.1.2 Pictures -- 3.2 Degree of Interest in Sustainability Issues (RQ2) -- 3.3 Differences in Interest Between Male and Female Students (RQ3) -- 3.4 The Role/responsibilities of the Engineer versus Teacher (RQ4) -- 3.5 Degree of Confidence in Sustainable Development Issues (RQ5) -- 4. Discussion -- 4.2 Degree of Interest in Sustainability Issues -- 4.3 The Role of the Engineer versus Teacher -- 4.4 Degree of Confidence in Sustainable Development Issues -- 5. Conclusion -- References -- Chapter 13-Whakawhitinga Kōrero: Dialogues on Sustainability -- Interdisciplinary learning for sustainability -- Critical openness: Design thinking as a signature pedagogy -- Whakawhitinga kōrero: Dialogues on sustainability -- Educational outcomes -- Video dialogues as a mechanism for critical openness? -- Conclusion -- References -- Chapter 14-Campus as a Living Lab: Creating a Culture of Research and Learning in Sustainable Development -- Introduction -- Sustainability at the UBC -- UBC Campus as a Living Laboratory -- Case Study: Centre for Interactive Research on Sustainability. ; CLL Projects: Case Studies of Research and Learning -- Level 1: Education and Engagement -- Case Study: Bird Friendly Glass Competition and Design Guidelines -- Level 2: Small Scope Research Studies -- Case Study: WELL Building Assessment Project -- Level 3: Large-Scale Research Projects -- Case Study: Bioenergy Research and Demonstration Facility -- Case Study: Brock Commons Tallwood House -- Enablers and Impact of CLL on Campus -- Conclusion -- References -- ABOUT THE CONTRIBUTORS -- Name Index -- Subject Index.
• Sommario/riassunto: The United Nations Sustainable Development Goals challenges us all to promote sustainable development. Higher education is a key arena for educating students in sustainability and sustainable developments, and for producing research on these key issues. This timely book explores the sustainable development goals, how well universities have been able to integrate them into their curriculum, and how universities can institutionalize the goals and sustainable development into their strategic plans and institutional culture. Authors from Nigeria, sub Saharan Africa, Italy and the Middle East explore how to achieve these targets in the face of shifting expectations.
• Titolo autorizzato: Teaching and learning strategies for sustainable development
• ISBN: 1-78973-639-0; 1-78973-641-2
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910808308303321
• Lo trovi qui: Univ. Federico II
• Serie: Innovations in higher education teaching and learning ; ; v. 19.