Evolution or Revolution in EE/SE Research? A Collaborative Dialogue From First-Year PhD Students

2016 ◽  
Vol 32 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Kim Beasy ◽  
Leah Page ◽  
Sherridan Emery ◽  
Ian Ayre
Keyword(s):  
Critical Reflection ◽  
Sustainability Education ◽  
Ecological Systems ◽  
Education For Sustainability ◽  
First Year ◽  
Systems Perspective ◽  
Sustainability Research ◽  
To Come ◽  
Research Frameworks ◽  
New Research

AbstractThe AAEE 2014 research symposium in Hobart provided a privileged space for researchers and practitioners within environmental education and sustainability education (EE/SE) to come together and create dialogues about education for sustainability research. This essay is a critical reflection from postgraduate researchers about the symposium and the EE/SE research landscape more broadly. The authors interrogate contemporary research frameworks and practices, and deliberate on how current perceptions enable and inhibit performance within EE/SE research. The authors ask provocative questions and encourage readers to imagine for themselves what a new research landscape, freed of calcified frameworks and entrenched systems, might look like. The essay then draws on an ecological systems perspective as a means of reimagining EE/SE research within a more emergent landscape that values inclusivity, democracy, collaborative inquiry and curiosity.

scholarly journals Does the rise of STEM education mean the demise of sustainability education?

2019 ◽  
Vol 35 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Caroline Smith ◽  
Jane Watson
Keyword(s):  
Stem Education ◽  
Critical Reflection ◽  
Sustainability Education ◽  
Education For Sustainability ◽  
Environmentally Sustainable ◽  
Sustainable Future ◽  
Engineering And Technology ◽  
Ecological Paradigm

AbstractIn this article, we outline the key principles of education for sustainability (EfS) that enable us to question the enthusiastic and uncritical promotion of STEM (science, mathematics, engineering and technology) and its offshoot, STEM education, as key contributors to an environmentally sustainable future. We examine the framing of STEM and STEM education as situated in an unproblematised, neoliberal growthist paradigm, in contrast to the more critical ecological paradigm of EfS. We conclude that STEM, and hence STEM education, need to include critical reflection and futures perspectives if they are to align themselves with a flourishing economic, social and environmental future. We provide examples for the classroom that illustrate our contention.

New research frameworks in the study of chimpanzee and gorilla sociality and communication

2019 ◽  
Author(s):  
Sam G. B. Roberts ◽  
Anna Roberts
Keyword(s):  
Social Evolution ◽  
Social Complexity ◽  
Brain Size ◽  
Social Systems ◽  
Strongly Correlated ◽  
The Social ◽  
Human Social Evolution ◽  
Research Frameworks ◽  
New Research ◽  
Large Groups

Group size in primates is strongly correlated with brain size, but exactly what makes larger groups more ‘socially complex’ than smaller groups is still poorly understood. Chimpanzees (Pan troglodytes) and gorillas (Gorilla gorilla) are among our closest living relatives and are excellent model species to investigate patterns of sociality and social complexity in primates, and to inform models of human social evolution. The aim of this paper is to propose new research frameworks, particularly the use of social network analysis, to examine how social structure differs in small, medium and large groups of chimpanzees and gorillas, to explore what makes larger groups more socially complex than smaller groups. Given a fission-fusion system is likely to have characterised hominins, a comparison of the social complexity involved in fission-fusion and more stable social systems is likely to provide important new insights into human social evolution

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

Critical Reflection Mapping as a Hybrid Methodology for Examining Sociospatial Perceptions of New Research Sites

2014 ◽  
Vol 105 (1) ◽  
pp. 22-47 ◽  
Author(s):  
Timothy L. Hawthorne ◽  
Patricia Solís ◽  
Brittney Terry ◽  
Marie Price ◽  
Christopher L. Atchison
Keyword(s):  
Critical Reflection ◽  
New Research ◽  
Hybrid Methodology

Teaching Enterprise — Can it Be Done in Large Groups?

2003 ◽  
Vol 17 (1) ◽  
pp. 37-44
Author(s):  
Raymond D. Donnelly
Keyword(s):  
Market Research ◽  
Business Plan ◽  
Management Programme ◽  
First Year ◽  
Large Numbers ◽  
Commercial Sources ◽  
To Come ◽  
The University ◽  
Large Groups

This paper reports on work carried out in the School of Management at Heriot-Watt University in Edinburgh. Following a wide-ranging review of the first-year management programme, a module on enterprise was introduced. As part of that module students had to compete in a game, the object of which was to come up with a business idea, conduct market research and present a business plan and proposal to a panel of judges. The number of students was 225 in year one but reached around 500 within five years. The module has generated many good ideas and has attracted sponsorship from commercial sources. As yet the university has been unable to take the ideas further. It is possible that enterprise can be learned by people in large numbers, but perhaps universities are not the places in which to attempt such work.

scholarly journals Enough with the tables, we need ideas.

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Antony Stevens
Keyword(s):  
Early Childhood ◽  
Health Outcomes ◽  
Interpersonal Violence ◽  
Contingency Table ◽  
Population Studies ◽  
First Year ◽  
Central Brazil ◽  
To Come ◽  
First Year Of Life ◽  
The Way

One of the consequences of owning a farm in Central Brazil is that I frequently meet people who do things and have life narratives that we are unlikely to come across in texts on sociology or epidemiology. In the nearby town they live in streets that have postal codes that would place all the residents in the same cell of a contingency table. But in each residence lives a family with a separate and unique story. I believe that it is worth asking whether it is really the perceived similarities that determine their health outcomes. Yes, perhaps when sanitation is involved, but there are other health outcomes that would not be centered on the postcode. I have spent the last two years helping to link notifications of interpersonal violence with birth and mortality records. The idea is to find some way to stop men harming their partners. If this can be achieved by changing the way the law reacts to the violence then these linkages may prove useful, especially when legal and penal records are included in the studies. But what if what needs to be changed is the way a boy is treated in his first year of life? It is unlikely that information collected at the time of the violence would be accurate about events in early childhood. How could record linkages tell us that we should be looking elsewhere? I have no idea. But I believe it to be the most important question in population studies today. Statisticians are always pleased to tell us that we have failed to prove something. We need a methodology that tells us where to look. Also it must be based on something with more possibilities than those currently offered by diluted Marxism.

Developing Future Health Professionals’ Capacities for Working With Aboriginal and Torres Strait Islander Peoples

2014 ◽  
Vol 43 (2) ◽  
pp. 154-164 ◽  
Author(s):  
Antonia Hendrick ◽  
Katherine Frances Britton ◽  
Julie Hoffman ◽  
Marion Kickett
Keyword(s):  
Torres Strait Islander ◽  
Critical Reflection ◽  
Action Learning ◽  
Teaching Staff ◽  
First Year ◽  
Future Health ◽  
Assessment Design ◽  
Health Practitioners ◽  
Health Sciences Students ◽  
Torres Strait

This article details reflections of an interdisciplinary team of educators working with groups of health sciences students in preparing them for working with Aboriginal and Torres Strait Islander peoples. The first-year common core unit discussed here is one attempt to equip future health practitioners with skills and knowledges to work adequately in this complex area. Processes of engagement, central to critical reflection and learning that is iterative and cyclical, are emphasised here using the authors’/educators’ experiences of teaching in the unit. Within this first-year unit, the content delivered — its underlying processes and principles, and assessment design using reflective journalling — coalesces into what is a valued unit of study in preparing students for practising in this field. While the content of the unit is political, provocative and powerful, which presents challenges for students and teaching staff alike, we maintain here that processes of critical reflection and action learning are central to its success and significantly contribute to enhancing students’ learning and to changing students’ perspectives.

scholarly journals Educating for Sustainability: Perspectives and Critical Notes on Accounting Scholars’ Role in Higher Education

2017 ◽  
Vol 64 (4) ◽  
pp. 411-422 ◽  
Author(s):  
Mara del Baldo ◽  
Maria-Gabriella Baldarelli
Keyword(s):  
Methodological Approach ◽  
Research Literature ◽  
Environmental Accounting ◽  
Social Needs ◽  
Education For Sustainability ◽  
Crucial Point ◽  
Research And Teaching ◽  
Sustainability Research ◽  
The Social ◽  
Real Practice

Abstract Education for sustainable development represents a relevant issue that allows Universities to lead and respond to social needs towards a more sustainable life and a complete change in the global paradigm of education and involvement of society. A crucial point for developing a culturally sensitive vision is to deepen the scholars’ genuine commitment to sustainability. A pillar of sustainability education should rest on authenticity, intended as coherence between the scholars’ research and teaching arguments relative to sustainability and the concrete behaviors held in their professional and personal spheres of life. Starting from this premise, the papers aims to inquire if there is a decoupling between the concepts scholars contribute to promote within the sustainability discourse and the real practice of sustainability in their personal and professional experience. “Is there a missing link between what scholars teach and study, thereby contributing to sustainability research and their daily choices and style of life?” After having presented the research design and the methodological approach adopted to empirically investigate the phenomenon the attention has been focused on the social and environmental accounting research literature, where some contributions claim for the presence of “blue meanies” that invade the world of scholarship, reflection, collegiality and hinder the development of challenges toward sustainability. The preliminary results of the explorative study suggest that a lot of tension related to education for sustainability improve the transfer of sustainable values and attitudes within the scientific community and the students, while several factors hinder sustainable behaviors in the daily professional and personal life of scholars, thus undermining relationships which are a pillar of sustainability.

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