Subject Index
Teaching and Learning Strategies for Sustainable Development
ISBN: 978-1-78973-640-3, eISBN: 978-1-78973-639-7
ISSN: 2055-3641
Publication date: 27 May 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Sengupta, E., Blessinger, P. and Yamin, T.S. (Ed.) Teaching and Learning Strategies for Sustainable Development (Innovations in Higher Education Teaching and Learning, Vol. 19), Emerald Publishing Limited, Leeds, pp. 249-256. https://doi.org/10.1108/S2055-364120200000019020
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Academic culture
, 26
Academies
, 16–19
learning in
, 23–25
Acceptability
, 33
Active citizenship
, 23
Adult education
, 23–24
Adult Learning and Education (ALE)
, 160, 169–172
Adult learning theories
, 16
Africa Book Development Trust (ABDT)
, 165–166
Agenda 2030
, 108–110
AIGA’s Living Principles
, 53
Anthropocene
, 74–76
outcomes
, 78–80
research approach
, 77–78
sustainability in higher education
, 76–77
“Anthropocene-friendly” understanding of sustainability
, 79
Anthropocenic Turn
, 79
Applied learning
, 217–218
Assessment
, 10, 59, 67
current practice assessments
, 68
design on student approaches to learning
, 63
research in
, 63–64
Assistant Vice-Chancellor (Sustainability) (AVCS)
, 199
Association for Advancement of Sustainability in Higher Education (AASHE)
, 147–148
Big Tent Consortium
, 108
Biggs’ 3P model
, 60
Bioenergy Research and Demonstration Facility (BRDF)
, 221–222
Biomimicry
, 45–46
Biophilia
, 45–46
Bloom’s revised taxonomy
, 60
Brain function
, 22
Brock Commons Tallwood House case study
, 222
Brookhaven College (BHC)
, 144
“Buy and throw” mentality
, 144
Campus as a Living Laboratory (CLL)
, 11, 214
case studies of research and learning
, 218
CIRS
, 217–218
education and engagement
, 219–220
enablers and impact of CLL on campus
, 223–224
large-scale research projects
, 221–223
small scope research studies
, 220–221
sustainability at UBC
, 214–216
types of opportunities
, 218–219
UBC CLL
, 216–217
Campus Sustainability Office (CSO)
, 215
Capacity building programs
, 5
Centre for Interactive Research on Sustainability (CIRS)
, 217–218
Chief executive officer (CEO)
, 163
CL-program
, 179–180
CLAQWA rubrics
, 63–64
“Closed-loop” PjBL
, 67–68
Coalition
, 24
Code of Ethics
, 178
Cognitive functioning
, 24
Coherent framework
, 61
Collective awareness and attention
, 22–23
Community
college
, 145–148, 151
community-oriented approaches
, 61–62, 68
engagement
, 118
learning
, 170
Concept map (Cmap)
, 64–65, 68
Confidence gap
, 9, 190, 192
Consensus
, 129–130
Contextualization for sustainability
, 69
Corporate social responsibility (CSR)
, 147
Corporate sustainability (CS)
, 147
Covert method
, 151
Critical openness
, 200–202
video dialogues as mechanism for
, 206–208
Critical thinking
, 152
Cultural commons
, 17, 20
embracing
, 20–21
revitalization of
, 21
Cultural ecologies
, 21
Curriculum
, 59, 75, 78
strategies
, 4, 6
structure, focus, and history
, 132–133
sustainability in
, 79
Dallas County Community College District (DCCCD)
, 147–148
Deep learning principles
, 84
Deliberation
, 84–85, 95
Deliberative democracy principles and practices
, 85–86
Deliberative Dialogue (DD)
, 12, 84–86
author’s context
, 86–87
general flow of activity
, 87
issue guide
, 87–88
questions and ponderings
, 93–95
rationale
, 88
reflections and findings
, 88–91
scaffolded activities
, 87
session implementation
, 88
at work
, 87–91
Democracy
, 170
Democratic classroom practices
, 86
Descriptive research design
, 150
Design thinking
, 208
as signature pedagogy
, 200–202
Design Thinking for Sustainability (DSDN183)
, 10, 198–201, 208
semi-structured focus group interview questions for DSDN183 students
, 211
Diagnosis-solution problems
, 32–33
Digital Interaction
, 45
Disagreement
, 129–130
Discipline considerations and views
, 133
Early College High School (ECHS)
, 149
Earth system science
, 75
Eco-centric and Anthropocentric Attitudes toward Environment scale (EAAT SD)
, 126
Eco-intelligence
, 21, 23
Eco-Schools
, 110
Ecojustice curriculum framework
, 19
embracing cultural commons
, 20–21
redressing conceptions of intelligence
, 21–23
Ecojustice Leadership Academy
, 17–18
Ecological/ecology
, 21, 44
of democracy
, 86
dimension of SD
, 188
Footprint analysis
, 215
intelligence
, 22
Economic
inclusion
, 163
market system
, 144
sustainability
, 188
Education
, 5, 16, 154, 160–161, 163, 172
adult
, 170
civic
, 165–166, 172
in FHS
, 169
forms of
, 167–168
free adult provision
, 172
gender disparities in
, 171
rural residents in accessing
, 165
Education 2030 Framework for Action
, 160, 171
Education for Sustainable Development (ESD)
, 5, 84, 109, 124
transformative nature of
, 36–37
Educational outcomes
, 203–206
Educational reforms in ecojustice education
, 19
Effectiveness
, 33
Employability
, 23
Empowerment
, 163
Engineers
, 178
role/responsibilities in SD
, 187, 190
English for speakers of other languages (ESOL)
, 149
Environment, economy and social equality (Three “Es”)
, 77
Environmental protection
, 42
Environment–economy integration
, 188
ePortfolios
, 63–64
Ethics
, 153
Examinations
, 59, 64, 67
Exercises
, 59
Facilitators
, 35, 92
Faculty awareness
, 146
Faculty interviews
, 132
curriculum structure, focus, and history
, 132–133
discipline considerations and views
, 133
lecturer experiences and transformation
, 134–135
organizational contrasts and tensions
, 135
strong and weak sustainability
, 133–134
students characteristics and consequences
, 136
sustainability principles, definitions, and practices
, 135–136
Faculty Learning Communities (FLC)
, 145–146
Folk High Schools (FHS)
, 164, 168–169
“Folkbildning”
, 167–168
Formal education system
, 168
Forward Thinking Conference in Oslo
, 45
Frameworks for sustainability teaching
, 61
Future scenarios
, 46
building
, 46–48
ethical journey
, 47–48
Gender Equality
, 205
Geology
, 74–75
Global Action Programme (GAP)
, 12
Global Action Programme on Education for Sustainable Development (GAP ESD)
, 108
Global Goals (see Sustainable development goals (SDGs))
Graphic Design
, 45
Green Building Action Plan
, 218–219
Green-washing
, 81
Greenhouse gas (GHG)
, 216
Halifax Declaration
, 214
Hannover Principles
, 53
Higher education (HE)
, 86, 108, 144–145
sustainability in
, 76–77
Higher education institution (HEI)
, 6, 109
Holism
, 6
Human Capital theory
, 162
Incheon Declaration
, 161
Indigenous knowledge
, 47
Indigenous wisdom
, 47
Informal feedback from students
, 38
Institutional culture
, 223
Institutions
, 127–128
Instructional design on student achievement
, 60
Intelligence, redressing conceptions of
, 21–23
Interdisciplinarity
, 198–199, 204, 207
Interdisciplinary approach
, 146–147
Interdisciplinary learning for sustainability
, 199–200
Interdisciplinary problem-based approach
, 30
beginnings
, 30–31
development of approach
, 33–36
pilot
, 31–33
preparing ground
, 31
transformative nature of education for SD
, 36–37
Interdisciplinary thinking
, 204
Interior and Environmental Design
, 45
International Association of Universities (IAU)
, 108
Involve (European-based organization)
, 85
Jewellery & Silversmithing
, 45
Kaitiakitanga
, 201–202
Knowledge of engaged curriculum
, 16
Leadership
, 223
in sustainable development
, 214
Learning (see also Sustainability learning)
in academies
, 23–25
activities
, 59
lifelong
, 160–162
models
, 60–61
objectives
, 61
service
, 62
shared
, 164
society
, 160, 162–163
strategies
, 5
Learning and Teaching as Communicative Action theory (LTCA)
, 151
Lecturer experiences and transformation
, 134–135
Life cycle assessments (LCA)
, 218
Life cycle costing (LCC)
, 222–223
Life’s Principles
, 53
Lifelong learning
, 160–162
Linkage density
, 52
Local democracies
, 21
Manoa scenario building method
, 46
Market-led growth
, 131
Master program
, 179, 224
Mātauranga Māori
, 201
Mediation
, 26
Meta-analyses of student achievement
, 63
Meta-cognitive awareness of assessment practices
, 63
Metro Vancouver
, 214
Millennium Development Goals (MDGs)
, 42–43, 160–161
Modified essay questions
, 32, 38
Montréal Design Declaration
, 45
Moral imperatives
, 77
Municipal Adult Education (MAE)
, 168–169
Narrative assignment
, 152
National funding
, 35
National Issues Forum/Kettering Institute (NIFI)
, 86–88
Natural commons
, 20
Nature-based intelligences
, 45
Negotiated syllabus (see Syllabus Deliberation method)
“Nested circles” model
, 189
Online assessment communities
, 63–64
Online working
, 35
Open-book “power” exams
, 68
Organizational contrasts and tensions
, 135
Oslo Manifesto
, 45
Overt method
, 151
Paired sample t-test
, 184–185
Paradigm shifts in higher education
, 37
Participants
, 149
Personal stakes
, 93
Phenomenology
, 7, 150
Philosophy course
, 153
Pluralism
, 6
Polling techniques
, 93
Postgraduate curriculum in UK
, 124
ladder framework
, 126–127
material and methods
, 127–136
postgraduate taught courses
, 124–126
Potential learning
, 24
“Power” examinations
, 64
Presentations
, 64
PricewaterhouseCoopers (PwC)
, 44
Problem-based learning
, 30, 37, 152
Process syllabus (see Syllabus Deliberation method)
Product Design
, 45
Professor as mediator
, 25–26
Programs
, 127–128
Project-based learning (PjBL)
, 61–62
Proposals
, 93
Public investment
, 4
Qualitative method
, 127
Quantitative method
, 127
“Radical” positions, qualitative comments on
, 130–132
Real-world learning
, 146, 149
Reason Design Process
, 53
Recruitment
, 149
Recycle Mania events
, 148
Reductionist approach
, 59
Reliability
, 150
Research
in assessment
, 63–64
reporting
, 146–147
Resilience
, 45–46
“Returning to subjects” process
, 150
Revitalization of cultural commons
, 21
Scaffolding
, 38
Scepticism
, 132
Self-confidence in SD
, 190–191
Self-realisation
, 47–48, 52, 54
Semi-structured focus group interview questions for DSDN183 students
, 211
Semi-structured interview
, 126
Service learning
, 62
Shared learning
, 164
Shared pool of attention
, 22
Siam University
, 116–118
Signature pedagogy, design thinking as
, 200–202
Skills revolution
, 162
Social
awareness
, 22
boundaries
, 188
brain
, 22, 26
dimension of SD
, 188
empowerment
, 170
exclusion
, 163
facility
, 22
intelligence
, 22, 26
issue
, 88
science
, 74, 76, 78
social-justice oriented actions
, 204, 206
sustainability
, 190
SOLO taxonomy
, 61
Statistical analysis
, 182
Statistical Package for Social Sciences
, 182
Students, Staff, and Surrounding Communities (3S)
, 117
Students
characteristics and consequences
, 136
student-based studies
, 76–77
Study circles
, 160, 163–164
in Sweden
, 166–169
in Zimbabwe
, 164–166
“Summer School” approach
, 35
Summit on Climate Change and Indigenous People
, 17
Sustainability
, 4–5, 11, 33, 74, 144, 149, 151, 208
curriculum
, 79, 145–150, 152, 155
education
, 5
in higher education
, 76–77
interdisciplinary learning for
, 199–200
principles, definitions, and practices
, 135–136
strong and weak
, 133–134
teaching
, 60–61
at UBC
, 214–216
Sustainability development (SD)
, 144
Sustainability learning (see also Learning)
, 58, 60
assessment design on student approaches to learning
, 63
current practice in assessment for sustainability
, 64–65
frameworks for sustainability teaching
, 61
instructional design on student achievement
, 60
learning models
, 60–61
publications on sustainability instructional design, assessment, and research outcomes
, 66
through reflective paper submissions toward changed mindset
, 155
research in assessment
, 63–66
teaching approaches in engineering sustainability classes
, 61–62
visible by starting with text
, 155
visible through story and participatory action
, 155
Sustainability Scholars program
, 221
Sustainability Summit Conference
, 148
Sustainable Building Science Program (SBSP)
, 217
Sustainable development (SD)
, 4, 9, 35, 37, 58, 108, 178, 182, 188–189
CLL to
, 224
data analysis
, 182
data collection
, 180–181
degree of confidence in SD issues
, 187–188, 190–191
degree of interest in sustainability issues
, 184–185, 189–190
descriptive statistics for question
, 183
differences in interest between male and female students
, 185–187
in engineering
, 179
leadership in
, 214
literature review
, 5–6
pictures
, 182, 184
policy
, 214–215
research methods
, 180
role/responsibilities of engineer vs. teacher
, 187, 190
sample
, 180
teachers responsibilities in
, 180
whole institution approach for
, 109–112
words
, 182
Sustainable development education (SDE)
, 181
Sustainable Development Goals (SDGs)
, 42–43, 50, 52, 108, 160–169, 198
ALE and SDG 4 targets
, 169–172
awareness
, 48
and design
, 43–45
design
, 43–45, 48–50
example
, 51–52
framework
, 208
framing research
, 45–46
future scenario building
, 46–48
insights
, 53–54
learning society
, 162–163
lifelong learning
, 161–162
methods
, 48
results
, 48–52
SDG Fund
, 111
SDG Wheel
, 118
SDG3
, 205
SDG4
, 8, 161–162, 169–172, 178
SDG5
, 205
SDG11
, 205
study circles
, 163–164
study circles in Sweden
, 166–169
study circles in Zimbabwe
, 164–166
UN 2030 plan
, 160–161
values
, 49–50
Sustainable Development Policy #5
, 215
Sustainable Development Solutions Network (SDSN)
, 110
Sustainable Education
, 84
Sustainable engineering practice
, 58, 69
Sustainable Environmental Economic Development Studies Program (SEEDS Program)
, 220
Sweden
study circles in
, 166–169
sustainable development in
, 178
Syllabus Deliberation method
, 12
Syllabus deliberations (SD)
, 86, 91
questions and ponderings
, 93–95
reflections and findings related to
, 91–93
Symbiosis
, 45–46
Syngas
, 222
Systems theory
, 43, 50
Systems-level thinking
, 84
Talloires Declaration
, 146
Taxonomic frameworks
, 60
Teachers
, 178
role/responsibilities in SD
, 187, 190
Teaching
approaches in engineering sustainability classes
, 61–62
strategies
, 5
sustainability
, 6
of sustainability
, 74, 76
Teaching Research and Development Network (TRDN)
, 30–31
Teaching sustainability mini-pilot model (TSMP model)
, 144, 146
conceptual framework
, 147–148
data collection
, 149–150
educating sustainability
, 146–147
essence of experience
, 154
FLC
, 145–146
higher education
, 144–145
limitations, implications, and outcomes
, 155–156
methodology
, 148–150
objective
, 149
participants, recruitment, and subjects taught
, 149
presentation of data
, 150–154
Texas Core Curriculum
, 145
Texas Education Code
, 145
Textile Design
, 45
Thailand
, 116–117
Three-pillar model
, 11, 75, 77
Time-tested indigenous methods
, 53
Traditional engineering assessment methods
, 58
Transferable skills
, 37
Transformative learning
, 36
Transformative nature of education for sustainable development
, 36–37
“Transforming our World” (see UN 2030 Agenda for Sustainable Development)
U.S. National Society of Professional Engineers (NSPE)
, 178
UN 2030 Agenda for Sustainable Development
, 160–161, 171
UNESCO Institute for Lifelong Learning (UIL)
, 160
United Nations Educational, Scientific, and Cultural Organization (UNESCO)
, 84, 160
University faculty
, 26
University Leaders for Sustainable Future (ULSF)
, 146
University of Bologna
, 113–114
University of British Columbia (UBC)
, 11, 214
CLL
, 216–217
Sustainability Academic Strategy
, 215
sustainability at
, 214–216
20-year Sustainability Strategy
, 215
University of Costa Rica (UCR)
, 118–119
University of Ghana
, 114–115
University of Manchester Institute of Science and Technology (UMIST)
, 30
University of Regina (UofR)
, 115–116
Unsustainable lifestyle
, 144
Value-based design
, 46, 54
Venn diagram
, 189
VicTeach
, 198
Victoria University of Wellington (VUW)
, 10, 197–198
Video dialogues
, 198
as mechanism for critical openness
, 206–208
Video resource
, 206
Vygotsky’s theory
, 24
WELL Building Assessment Project
, 220
Whakawhitinga kōrero: Dialogues on Sustainability
, 202–203, 207
Whanaungatanga
, 202
Whole Institution Approach (WIA)
, 12, 108
case studies
, 112–119
for sustainable development
, 109–112
Whole School Approach
, 110
Wicked problems
, 32
World Education Forum (WEF)
, 160
Zimbabwe, study circles in
, 164–166
Zone of Proximal Development
, 24
- Prelims
- Part I: Pedagogical Approaches
- Chapter 1: Introduction to Teaching and Learning Strategies for Sustainable Development
- Chapter 2: Integrating Sustainability into the University: Academies for Learning
- Chapter 3: An Interdisciplinary Problem-Based Approach to Education for Sustainable Development
- Chapter 4: Using the Sdgs to Promote Change and Nurture Connectivity in an Undergraduate Design Module
- Chapter 5: Leading Assessment Practices to Foster Sustainability Learning in Engineering Classrooms
- Chapter 6: Can the Anthropocene Provide a Tool For Meaningful Teaching of Sustainability in Higher Education?
- Chapter 7: Deliberative Dialogue and Syllabus Deliberation as Innovative, Cross-Disciplinary, and Sustainable Teaching Methods
- Chapter 8: Integrating Sustainable Development into the Whole Institution: can The SDGs Bridge the GAP?
- Chapter 9: Integrating Sustainable Development into the Postgraduate Curriculum in the UK: a Mixed Method Study
- Part II: Innovative Case Studies
- Chapter 10: The Teaching Sustainability Mini-Pilot: a Faculty Learning Community Building Curriculum for Students’ Sustainability Thinking
- Chapter 11: Study Circle as an Innovative Tool for Promoting Lifelong Learning and Community Empowerment
- Chapter 12: Student Perceptions of Engineers’ Versus Teachers’ Roles and Responsibilities in Contributing to Sustainable Development
- Chapter 13: Whakawhitinga Kōrero: Dialogues on Sustainability
- Chapter 14: Campus as a Living Lab: Creating a Culture of Research and Learning in Sustainable Development
- About the Contributors
- Name Index
- Subject Index