scholarly journals The University as a Site of Socialisation for Sustainability Education

2016 ◽  
pp. 97-108 ◽  
Author(s):  
Jennie Winter ◽  
Debby Cotton ◽  
Paul Warwick
Keyword(s):  
Sustainability Education ◽  
A Site ◽  
The University

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

scholarly journals Teaching Sustainable Responsibility through Informal Undergraduate Design Education

2021 ◽  
Vol 13 (15) ◽  
pp. 8378
Author(s):  
Louise R. Manfredi ◽  
Meriel Stokoe ◽  
Rebecca Kelly ◽  
Seyeon Lee
Keyword(s):  
Design Education ◽  
Sustainability Education ◽  
Focus Group Study ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
Exchange Program ◽  
Sustainability Literacy ◽  
Material Conservation ◽  
Rich Data ◽  
The University

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.

Organizational change for sustainability education: a case study of one university’s efforts to create and implement institution-wide sustainability competencies

2021 ◽  
Vol 22 (3) ◽  
pp. 497-515
Author(s):  
Vanessa R. Levesque ◽  
Cameron P. Wake
Keyword(s):  
Organizational Change ◽  
Sustainability Education ◽  
Similar Process ◽  
Future Research ◽  
Content Type ◽  
Institutional Level ◽  
Institutional Sustainability ◽  
Context Specific ◽  
The University

Purpose The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education.

scholarly journals Education activities for environment and sustainability: A Snapshot of eight New South Wales councils

1970 ◽  
pp. 77-89
Author(s):  
Jade Herriman ◽  
Emma Partridge
Keyword(s):  
Climate Change ◽  
New South ◽  
New South Wales ◽  
Sustainability Education ◽  
South Wales ◽  
University Of Technology ◽  
The University ◽  
Sustainable Futures ◽  
Preliminary Phase ◽  
Sydney Australia

This paper describes in brief the findings of a research project undertaken by the Institute for Sustainable Futures (ISF) at the University of Technology, Sydney, Australia. The research was commissioned by and undertaken on behalf of the New South Wales (NSW) Department of Environment, Climate Change and Water (DECCW). The aim of the project was to investigate current practices of environmental and sustainability education and engagement within local government in NSW. The research was commissioned by DECCW as the preliminary phase of a larger project that the department is planning to undertake, commencing in 2010.

scholarly journals Writing on the Ground

2017 ◽  
Vol 27 ◽  
pp. 19-23 ◽  
Author(s):  
Janna Klostermann
Keyword(s):  
Social Practice ◽  
University Administrators ◽  
Student Writers ◽  
The Everyday ◽  
Recent Statement ◽  
A Site ◽  
The University

This essay responds to the recent “Statement on Writing Centres and Staffing” (Graves, 2016), making visible differing conceptualizations of writing in it. More particularly, I will make visible traces of the statement that position writing as a measurable skill, aligning with the priorities of university administrators, and traces of the statement that position writing as a complex social practice, aligning with the needs of student writers and writing centre tutors/specialists. I trouble understandings of writing that maintain the university as a site of exclusion, while pushing for future contributions that take seriously the everyday, on the ground work of student writers and writing centre tutors/specialists.

scholarly journals 41SM32 on Little Saline Creek in Smith County, Texas

2015 ◽  
Author(s):  
Timothy K. Perttula ◽  
Mark Thaker
Keyword(s):  
Archaeological Site ◽  
Network Member ◽  
East Texas ◽  
University Of Texas ◽  
The North ◽  
Post Oak ◽  
A Site ◽  
The University ◽  
The City ◽  
Smith County

A review of early trinomial numbers for sites located in Smith County in East Texas indicated that between 1938 and 1943 Jack Hughes identified and collected from at least 37 sites listed on the Texas Historic Site Atlas. From 1938 to 1941 his site locations randomly occur throughout the County; interestingly there are no sites recorded in 1942. In 1943 he recorded about 14 sites along Black Fork Creek and its tributaries, this being mostly west of the City of Tyler. The primary purpose in reviewing the available archaeological information about these early recorded sites was to re-visit selected sites if necessary and to update information that was recorded beginning almost 80 years ago. An entry contained on a Texas Archeological Research Laboratory at The University of Texas (TARL) site card indicated that Hughes collected artifacts from a site (41SM32) located on Little Saline Creek, near the much better known Alligator Pond site (41SM442) that had been recorded in 2011 by Mark Walters. The Alligator Pond site is on property owned by Thacker, a Texas Archeological Stewardship Network member. 41SM32 is a prehistoric archaeological site that was found and recorded in September 1940 by Jack Hughes, who later went on to a career as a professional archaeologist in Texas. The site is on Little Saline Creek, a northward-flowing tributary to the Sabine River about 10 km to the north, in the Post Oak Savannah of East Texas.

Geoarchaeology and Bayesian Statistical Modeling of Radiocarbon Dates from 40CH171, a Multicomponent Shell-Bearing Site in Cheatham County, Tennessee

2019 ◽  
pp. 75-90
Author(s):  
D. Shane Miller ◽  
Thaddeus G. Bissett ◽  
Tanya M. Peres ◽  
David G. Anderson ◽  
Stephen B. Carmody ◽  
...  
Keyword(s):  
Site Formation ◽  
State University ◽  
Radiocarbon Dates ◽  
University Of Tennessee ◽  
Middle Tennessee State University ◽  
Blue Creek ◽  
Middle Archaic ◽  
Cumberland River ◽  
A Site ◽  
The University

Using multiple lines of evidence from 40CH171, including opportunistic sampling, geoarchaeology analysis, and Bayesian radiocarbon modeling, this chapter constructs a site formation process narrative based on fieldwork conducted from 2009 to 2010 by the University of Tennessee, Middle Tennessee State University, and the Tennessee Division of Archaeology. This chapter argues that the shell-bearing strata were deposited relatively close to an active channel of the Cumberland River and/or Blue Creek during the Middle Holocene (ca. 7170–6500 cal BP). This was followed by an abrupt shift to sandier sediments, indicating that deposition after the termination of the shell-bearing deposits at the Middle Archaic/Late Archaic boundary took place in the context of decreasing distance from the site to the Cumberland River and Blue Creek.

scholarly journals Comprehensive Assessment of Water Sensitive Urban Design Practices based on Multi-criteria Decision Analysis via a Case Study of the University of Melbourne, Australia

Water ◽  
2020 ◽  
Vol 12 (10) ◽  
pp. 2885
Author(s):  
Hanxiang Xiong ◽  
Yafei Sun ◽  
Xingwei Ren
Keyword(s):  
Decision Analysis ◽  
Urban Design ◽  
Comprehensive Assessment ◽  
Multi Criteria Decision Analysis ◽  
Water Sensitive Urban Design ◽  
Final Score ◽  
Green Stormwater Infrastructure ◽  
A Site ◽  
The University

Water sensitive urban design (WSUD), as a typical green stormwater infrastructure (GSI), contains various facilities to decrease the urbanization impacts and enhance the values of amenity, ecosystem, and livability in Australia. Although WSUD has developed over 30 years, existing studies for WSUD performances have sometimes ignored its economic and social benefits, and there is still a lack of an integrated framework to optimize the GSI combinations based on various criteria in a site. This paper aims to utilize “score-rank-select” strategy to comprehensively assess WSUD combination scenarios from functional, economic, social, and environmental aspects, by taking the University of Melbourne (Parkville campus) as a case study. In detail, multi-criteria decision analysis (MCDA) was used for weight determination and scenario comparison. The results showed that scenario 4 with 52% green WSUD facilities had the highest assessment score (0.771) among the five scenarios, while the final score (0.758) of scenario 5 was lower than scenario 4 although its green facility proportion reached 69%. The trade-off relation between the proportion of grey and green WSUD facilities was further demonstrated. Additionally, this paper strongly recommends that the MCDA-based comprehensive assessment framework described here can be generally promoted for the water sector to solve the decision-making problems. The use of such a framework can further promote sustainable development by helping water managers to make informed and inclusive decisions involving a variety of factors.

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