Introduction: Toward a Living Curriculum

Purpose By using experiential learning theory, this study aims to examine how students engage in sustainable living practices that can improve their sustainability literacy and behaviours. It also explores their motivations and enablers. In doing so, the research seeks to develop a curriculum model that may assist educators in designing learning activities for sustainable living. Design/methodology/approach A qualitative study is conducted with 38 second-year undergraduate students on a sustainability-related module. Students are asked to engage in sustainable living practices for a six-week period. Descriptive statistics and inductive/thematic analysis are carried out on students’ reflective reports. Findings The results reveal five top sustainable living practices for students. The use of technology is revealed as an important enabler. Sustainable living motivations and approaches, and new skills are revealed. A sustainable living curriculum model is developed as a student-centric approach for fostering sustainability values. Practical implications The findings have implications for those teaching sustainability on the design of their learning content and activities by taking a student-centric approach to sustainable living. It also encourages active reflection throughout using an incremental learning process. Originality/value The research contributes to the existing literature by showing different choices and approaches for students’ sustainable living that can be considered when designing curriculum and educational activities to encourage maximum interaction in sustainable living. It develops a new curriculum model specific to sustainable living, and also builds on the concept of “learning by living”, an extension of learning by doing.

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TOWARDS THE HCI LIVING CURRICULUM

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.10383 ◽

2018 ◽

Cited By ~ 3

Author(s):

Andrea Jovanovic ◽

Olivier St-Cyr ◽

Mark Chignell

Keyword(s):

Social Network ◽

Human Computer Interaction ◽

Interest Group ◽

Special Interest ◽

Use Cases ◽

Human Interaction ◽

Teaching Materials ◽

Computing Machinery ◽

Design Requirements ◽

Living Curriculum

Abstract –The Association of Computing Machinery (ACM) Special Interest Group on Computer-Human Interaction (SIGCHI) has been supporting research into HCI education for many years, most actively in the last six years. At its CHI2014 conference, a workshop on developing a new Human-Computer Interaction (HCI) living curriculum was held, building on three years of research and collaboration. We believe the time is now right to design and build the proposed HCI living curriculum. This paper proposes the preliminary framework for a concrete active social network of HCI scholars and educators, sharing and collaborating to develop course outlines, curricula, and teaching materials. In particular, this paper presents the use cases and design requirements of the HCI living curriculum, based on data collected from HCI educators and practitioners. Future initiatives to move the designforward by prototyping a first version of the living curriculum are also discussed.

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Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum

Higher Education Research & Development ◽

10.1080/0729436042000235427 ◽

2004 ◽

Vol 23 (3) ◽

pp. 313-328 ◽

Cited By ~ 139

Author(s):

Debra Bath ◽

Calvin Smith * ◽

Sarah Stein ◽

Richard Swann

Keyword(s):

Quality Assurance ◽

Action Learning ◽

Graduate Attributes ◽

Living Curriculum

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Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living

Journal of Youth Development ◽

10.5195/jyd.2018.621 ◽

2018 ◽

Vol 13 (3) ◽

pp. 111-135

Author(s):

Virginia L. J. Bolshakova ◽

John Gieng ◽

C. Sheena Sidhu ◽

Mary Vollinger ◽

Lorena Gimeno ◽

...

Keyword(s):

Elementary School ◽

Public Schools ◽

Low Income ◽

Essential Elements ◽

After School ◽

Ideal Space ◽

School Garden ◽

Healthy Living ◽

Living Curriculum ◽

School Youth

School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer educators and mentors to elementary school youth. The program development model incorporated lessons from sustainable community-based health program interventions and essential elements of teens-as-teachers programs. We share the program logic model and discuss the successes and challenges of this program model that we encountered while developing a long-term, maintainable community garden program to teach healthy living.

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