Assessing sustainability teaching and learning in geography education

2016 ◽  
Vol 17 (5) ◽  
pp. 698-718 ◽  
Author(s):  
Jeffrey M. Widener ◽  
Travis Gliedt ◽  
Ashlee Tziganuk
Keyword(s):  
Teaching And Learning ◽  
Research University ◽  
Assessment Tool ◽  
Sustainability Education ◽  
Initial Study ◽  
Geography Education ◽  
Degree Programs ◽  
Education Programs ◽  
Content Type ◽  
Sustainability Program

Purpose This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education? Design/methodology/approach This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers teach sustainability from an integrated and holistic perspective. Surveys with students are used to evaluate and compare how effective three geography courses were at teaching sustainability. Findings The results suggest that each course was effective in teaching students the main concepts of sustainability. There were, however, differences in teaching practical solutions to achieve sustainability and in the coverage of the causes of sustainability problems. Geographers might consider altering their curriculum or pedagogy to build stronger interdisciplinary linkages to teach the integrated concepts of sustainability rather than its individual parts. Research limitations/implications This initial study focuses on one research university in the USA. Its proof of concept will be expanded to evaluate international sustainability education programs nested in existing departments and degree programs. Originality/value Sustainability education programs are being created across the globe and are often attached to existing degree programs exhibiting components of sustainability. How effective are they in teaching this interdisciplinary concept? This study validates a framework for assessing sustainability teaching and learning. It recommends changes to enhance the ability for integrated sustainability education programs to comprehensively teach sustainability.

A case for early semester utilization of business simulations

2019 ◽  
Vol 11 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Mark Angolia ◽  
April Helene Reed
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Research Question ◽  
Student Experiences ◽  
Business Simulation ◽  
Content Type ◽  
Early Use ◽  
Management Students ◽  
The Impact

PurposeThe purpose of this paper is to encourage the use of simulations early in a semester, rather than as a course capstone activity, in an effort to utilize simulations as a foundational experience. The intent is to support teaching and learning, as opposed to using simulations as a capstone assignment or assessment tool.Design/methodology/approachA comprehensive literature review synthesizing higher education business simulation effectivity and evaluation methods provides support for the analysis of 60 undergraduate supply chain management students and 96 surveys conducted over two years. The research question explores effectiveness based on the point of time during a semester a simulation was used.FindingsThe analysis of simulation effectiveness, based on the impact of course enjoyment and assistance with learning key course competencies, showed no significant differences for simulations used early in a semester or as an end-of-semester capstone event.Practical implicationsSimulations are effective tools regardless of when they are employed, but there may be significant benefits to using a simulation early in a semester by capitalizing on the tool’s inherent experiential learning functionality, active learning theory and the Kolb Experiential Learning Cycle. Early use of simulations provides common student experiences and creates a foundation for educators to develop a deeper understanding of course concepts. Additional instructor effort is needed to develop external, course specific student work to supplement and enhance the simulation experience. Early use also creates post-simulation debriefing benefits that may be precluded by the end-of-semester simulation events.Originality/valueEvidence suggests that simulations are primarily utilized as course capstone events and/or serve as comprehensive tools to integrate/assess a semester’s worth of conceptual learning. This work fills a gap in the research concerning time frames within a semester when simulations are traditionally employed, presenting a paradigm shift toward early utilization.

Examining cohort models in the education doctorate

2020 ◽  
Vol 11 (3) ◽  
pp. 249-262
Author(s):  
Andrew S. Leland ◽  
William A. Firestone ◽  
Jill A. Perry ◽  
Robin T. McKeon
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
Study Data ◽  
Collective Learning ◽  
Third Party ◽  
Degree Programs ◽  
Structured Interviews ◽  
Content Type ◽  
Education Doctorate ◽  
Study Approach

Purpose This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs. Design/methodology/approach Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors. Findings This study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences. Originality/value Research has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning.

Cloud computing and virtual machines in LIS education: options and resources

2017 ◽  
Vol 33 (1) ◽  
pp. 14-39 ◽  
Author(s):  
Christinger Tomer
Keyword(s):  
Cloud Computing ◽  
Teaching And Learning ◽  
Information Science ◽  
Virtual Machines ◽  
Library And Information Science ◽  
Degree Programs ◽  
Content Type ◽  
Related Development ◽  
Near Future ◽  
Efficient Environment

Purpose The purpose of this paper is to consider how and why virtual machines (VMs) and cloud computing and related development environments built on cloud-based resources may be used to support and enhance the technological elements of library and information science (LIS) education. Design/methodology/approach It is based on analysis of available technologies and relevant applications. Findings Cloud computing and virtualization offer a basis for creating a robust computing infrastructure for LIS education. Practical implications In the context of LIS education, cloud computing is relevant in two respects. First, many important library and archival services already rely heavily on cloud-based infrastructures, and in the near future, cloud computing is likely to define a much larger part of the computing environment on which libraries and archives rely. Second, cloud computing affords a highly flexible and efficient environment that is ideal for learning about VMs, operating systems and a wide variety of applications. What is more important, it constitutes an environment for teaching and learning that is vastly superior to the ones that currently support most LIS degree programs. From a pedagogical perspective, the key aspect of teaching and learning in the cloud environment is the VM. So, the article focuses a significant portion of its attentions on questions related to the deployment and use of VMs and Linux Containers, within and without cloud-based infrastructures, as means of learning about computer systems, applications and networking and achieving an understanding of essential aspects of both cloud computing and VM environments. Originality/value Based on a search of available literature in computer science and library and information science, the paper has no counterparts.

Supporting Sustainability Education and Leadership

2013 ◽  
pp. 1454-1477 ◽  
Author(s):  
Alice Cassidy ◽  
Yona Sipos ◽  
Sarah Nyrose
Keyword(s):  
Research University ◽  
Educational Development ◽  
Sustainability Education ◽  
Degree Programs ◽  
Major Research ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Pilot Work

The authors describe a workshop, called the Sustainability Education Intensive (SEI), and related programs at a major research university in Canada that served to support educators to introduce or enhance aspects of sustainability into their courses, programs, and initiatives. They present their pilot work in the context of sustainability education and leadership, both in terms of degree programs and programs for educators worldwide. The authors present the key components, steps, and associated timelines of their planning and delivery. They give examples of participant feedback and how the workshop has “stayed alive,” thus representing the sustainability of this form of educational development. They provide templates that can be used or adapted at any post-secondary institution. The authors conclude with a checklist to help practitioners get started in supporting educators and leaders in the important area of sustainability education.

Supporting Sustainability Education and Leadership

2014 ◽  
pp. 207-231
Author(s):  
Alice Cassidy ◽  
Yona Sipos ◽  
Sarah Nyrose
Keyword(s):  
Research University ◽  
Educational Development ◽  
Sustainability Education ◽  
Degree Programs ◽  
Major Research ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Pilot Work

The authors describe a workshop, called the Sustainability Education Intensive (SEI), and related programs at a major research university in Canada that served to support educators to introduce or enhance aspects of sustainability into their courses, programs, and initiatives. They present their pilot work in the context of sustainability education and leadership, both in terms of degree programs and programs for educators worldwide. The authors present the key components, steps, and associated timelines of their planning and delivery. They give examples of participant feedback and how the workshop has “stayed alive,” thus representing the sustainability of this form of educational development. They provide templates that can be used or adapted at any post-secondary institution. The authors conclude with a checklist to help practitioners get started in supporting educators and leaders in the important area of sustainability education.

Variation in sustainability competency development according to age, gender, and disciplinary affiliation

2015 ◽  
Vol 16 (4) ◽  
pp. 537-575 ◽  
Author(s):  
Sonya Remington-Doucette ◽  
Sheryl Musgrove
Keyword(s):  
Student Attitudes ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Sustainability Education ◽  
Academic Programs ◽  
Degree Programs ◽  
Pedagogical Practice ◽  
Program Structure ◽  
Content Type ◽  
Disciplinary Affiliation

Purpose – The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. University sustainability programs intend to provide integrated education that fosters the key competencies students need to solve real-world sustainability problems. Translating sustainability competencies into effective pedagogical practice in integrated academic programs is not straightforward. This work builds on a previous study by both expanding the competencies evaluated and considering additional demographic characteristics. Design/methodology/approach – The paper summarizes previously identified key sustainability competencies and describes teaching methodologies used to foster these competencies in students. Development of competencies in students during a semester-long course is assessed using a pre-/post-test based on two case studies. The implications of the findings for teaching practice and overall program structure are discussed. Findings – Based on the assessment methods used here, four of the five sustainability competencies evaluated in this study developed differently in students according to gender, disciplinary affiliation and age. Females improved interpersonal competence more than males. Systems thinking competence improved for students associated with the three disciplinary affiliations considered in this study: sustainability major, sustainability minor and business major. Anticipatory competence improved for sustainability and business majors only, but not for students minoring in sustainability and majoring in other disciplines. Finally, normative competence improved for younger students only. Research limitations/implications – Insights for teaching practice and overall program structure are based on assessment of one introductory transdisciplinary sustainability course. Much additional work is needed to draw strong conclusions about general teaching practices and program structure for sustainability education. This study provides a flexible and field-tested rubric for further evaluative work in other sustainability courses or degree programs. Practical implications – Universities incorporate sustainability into their undergraduate curricula in many ways, ranging from certificates to entire degree programs focused on sustainability. The results of this study suggest that educators pay attention to gender diversity, classroom teaching practices, disciplinary perspectives and student attitudes and developmental stages as they figure out how to make sustainability part of undergraduate education. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education. Originality/value – This research contributes to undergraduate sustainability education by providing insight into how sustainability education might thoughtfully be integrated into academic programs. It also offers an assessment approach for use by other sustainability educators to evaluate effectiveness of teaching practice and overall program structure based on five key sustainability competencies commonly cited in the literature.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Correlation between sustainability education and engineering students’ attitudes towards sustainability

2018 ◽  
Vol 19 (3) ◽  
pp. 459-472 ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Sustainable Development ◽  
Design Methodology ◽  
Engineering Students ◽  
Sustainability Education ◽  
Content Type ◽  
Fundamental Knowledge ◽  
Students Attitudes ◽  
Development Course ◽  
Beliefs And Attitudes ◽  
Insight Into

Purpose The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

scholarly journals “A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series

2017 ◽  
Vol 11 (3) ◽  
pp. 113-119 ◽  
Author(s):  
Sarah Parsons ◽  
Nicola Yuill ◽  
Mark Brosnan ◽  
Judith Good
Keyword(s):  
Teaching And Learning ◽  
Social Research ◽  
Responsible Innovation ◽  
Future Research ◽  
Content Type ◽  
Community Stakeholders ◽  
Autistic People ◽  
Seminar Series ◽  
The Uk ◽  
Main Ideas

Purpose The purpose of this paper is to present an overview of the main messages and key questions for further research arising from the seven-seminar series entitled, “Innovative technologies for autism: critical reflections on digital bubbles”, funded by the Economic and Social Research Council in the UK. Design/methodology/approach A synthesis of the main ideas is presented, drawing on the presentations, discussions, participant feedback, and short papers from across the seminar series, which took place between November 2014-2016. Findings There were many positive examples where technologies were positioned and used as facilitative “bridges” between ideas, communities, understanding, and experiences. Researchers and community stakeholders also emphasised the importance of taking different perspectives and working in stronger partnerships with each other. Four overarching research questions were developed from these themes to provide a roadmap for future research, relating to: responsible innovation, technology-enabled social interaction, learning and pedagogy, and engagement. Originality/value The findings and methodologies produced by the Digital Bubbles seminar series, available on the project website (http://digitalbubbles.org.uk/) and in a series of short papers, provide a rich repository of state-of-the-art thinking in the field of autism and technology that is being utilised nationally and internationally in teaching and learning. This paper suggests some valuable future research directions and highlights the importance of establishing and maintaining multi-disciplinary research teams, with autistic people and their families at their core.

Classroom observations and supervision – essential dimensions of pedagogical leadership

2014 ◽  
Vol 28 (7) ◽  
pp. 856-868 ◽  
Author(s):  
Helene Ärlestig ◽  
Monika Törnsen
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
First Century ◽  
Classroom Observations ◽  
Main Task ◽  
Teacher Capacity ◽  
Content Type ◽  
Democratic Leadership ◽  
Core Mission ◽  
Learning Issues

Purpose – The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership. Design/methodology/approach – The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership. Findings – The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes. Practical implications – The paper gives practical examples on how principals can improve their understanding of pedagogical leadership. Originality/value – There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.

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