Perceptions of sustainability curriculum in US fashion academia

2019 ◽  
Vol 12 (3) ◽  
pp. 364-373 ◽  
Author(s):  
Noël Palomo-Lovinski ◽  
Lauren Copeland ◽  
Jihyun Kim
Keyword(s):  
Sustainability Curriculum

Institutionalizing interdisciplinary sustainability curriculum at a large, research-intensive university: challenges and opportunities

2015 ◽  
Vol 6 (2) ◽  
pp. 425-431 ◽  
Author(s):  
Mercedes Ward ◽  
Brenda Bowen ◽  
Steven Burian ◽  
Adrienne Cachelin ◽  
Daniel McCool
Keyword(s):  
Challenges And Opportunities ◽  
Sustainability Curriculum ◽  
Large Research

scholarly journals Learning for Stewardship in the Anthropocene: A Study with Young Adolescents in the Wet Tropics

2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Marcia Thorne
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Ethic Of Care ◽  
Well Being ◽  
Environmental Stewardship ◽  
Earth Systems ◽  
Sequential Mixed Methods ◽  
Analysis And Synthesis ◽  
Wet Tropics ◽  
Sustainability Curriculum

Enhancing student capacity to act for sustainability is recognised as an important strategy for reversing current patterns of environmental degradation. To achieve this, the emerging Australian Curriculum incorporates a sustainability cross-curriculum priority, designed to ensure students develop the necessary knowledge, skills, values and world views to contribute to more sustainable patterns of living. Stewardship has an important role to play in helping to develop sustainable patterns of living. However, it is not known to what extent or how the sustainability cross-curriculum priority includes stewardship.<br />This research investigates sustainability teaching and learning from an environmental stewardship perspective. Education based on environmental stewardship aims to develop an ethic of care for the natural and built world. Proponents of environmental stewardship argue that the approach is effective because it provides a foundation for the development of well-being, critical thinking and problem solving in tandem with the desire and confidence to act to maintain life supporting Earth Systems.<br />This research will apply an explanatory sequential mixed methods research design to map and review environmental stewardship in the Australian Curriculum’s sustainability cross-curriculum priority and in Year 10 students and teachers in the Wet Tropics region of Australia. Research methods will include a document analysis of the Australian Curriculum’s sustainability cross-curriculum priority; and survey and interviews to understand student and teacher subjective foundations of environmental stewardship and the expression of stewardship in school and life contexts. Subjective foundations include the existent aspirations, values and knowledge that guide student and teacher thinking and action for stewardship. Analysis and synthesis of this data, through a stewardship lens, will inform a stewardship pedagogical framework that will complement the sustainability curriculum.

scholarly journals Implementing Engineering and Sustainability Curriculum in K-12 Education

2013 ◽  
Author(s):  
Stefanie L. Robinson ◽  
Jennifer A. Mangold
Keyword(s):  
Secondary Students ◽  
Industrial Ecology ◽  
School Students ◽  
Engineering Project ◽  
Engineering Discipline ◽  
Applied Design ◽  
K 12 ◽  
Sustainability Curriculum ◽  
The University ◽  
Engineering Projects

Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.

Education for Sustainability: Curriculum Equivalence in Transnational Programmes

2012 ◽  
Vol 5 (1) ◽  
pp. 59-66
Author(s):  
Rashika Sharma ◽  
Sylila Monteiro
Keyword(s):  
Education For Sustainability ◽  
Sustainability Curriculum

Sustainability Curriculum in Higher Education: A Call to Action

2014 ◽  
Vol 1 (2) ◽  
pp. 23-38
Author(s):  
Keyword(s):  
Higher Education ◽  
Call To Action ◽  
Sustainability Curriculum

The creation of an integrated sustainability curriculum and student praxis projects

2011 ◽  
Vol 12 (2) ◽  
pp. 193-208 ◽  
Author(s):  
Christopher M. Bacon ◽  
Dustin Mulvaney ◽  
Tamara B. Ball ◽  
E. Melanie DuPuis ◽  
Stephen R. Gliessman ◽  
...  
Keyword(s):  
The Creation ◽  
Sustainability Curriculum ◽  
Integrated Sustainability

How an entry-level, interdisciplinary sustainability course revealed the benefits and challenges of a university-wide initiative for sustainability education

2015 ◽  
Vol 16 (5) ◽  
pp. 729-747 ◽  
Author(s):  
Nicholas C Coops ◽  
Jean Marcus ◽  
Ileana Construt ◽  
Erica Frank ◽  
Ron Kellett ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Learning Goals ◽  
First Year ◽  
Content Type ◽  
Course Content ◽  
Entry Level ◽  
Early Entry ◽  
Informal Assessment ◽  
Ready Availability ◽  
Sustainability Curriculum

Purpose – Delivery of sustainability-related curriculum to undergraduate students can be problematic due to the traditional “siloing” of curriculum by faculties along disciplinary lines. In addition, while there is often a ready availability of courses focused on sustainability issues in the later years of students’ programs, few early entry-level courses focused on sustainability, broad enough to apply to all disciplines, are available to students in the first year of their program. Design/methodology/approach – In this paper, we describe the development, and preliminary implementation, of an entry-level, interdisciplinary sustainability course. To do so, the authors describe the development of a university-wide initiative designed to bridge units on campus working and teaching in sustainability areas, and to promote and support sustainability curriculum development. Findings – The authors describe the conceptual framework for organising course content and delivery. The authors conclude with an informal assessment of the successes and challenges, and offer learning activities, student assessments and course administration recommendations for consideration when developing courses with similar learning goals. Originality/value – The positive and negative experiences gained through developing and offering a course of this nature, in a large research-focused university, offers knew insights into potential barriers for implementing first-year cross-cutting sustainability curriculum.

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