scholarly journals Didactic Strategies to Promote Competencies in Sustainability

2019 ◽  
Vol 11 (7) ◽  
pp. 2086 ◽  
Author(s):  
Gemma Tejedor ◽  
Jordi Segalàs ◽  
Ángela Barrón ◽  
Mónica Fernández-Morilla ◽  
M. Fuertes ◽  
...  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Research University ◽  
Social Innovation ◽  
Collaborative Work ◽  
Academic Community ◽  
Knowledge Generation ◽  
Education For Sustainability ◽  
Didactic Strategies

Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.

EDUCATING SOCIAL ENTREPRENEURSHIP: INSIGHTS FROM THE HIGHER EDUCATION COURSES IN HONG KONG

2017 ◽  
Vol 51 (01n02) ◽  
pp. 145-164
Author(s):  
KIN YUEN RAYMOND TAM
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
General Education ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Social Entrepreneurship ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Single Subject ◽  
Education Courses

The purpose of this article is to uncover the trend of developing education courses for social entrepreneurship in higher education institutions in Hong Kong. The author had searched the syllabi or course descriptions across the websites of the higher education institutions in Hong Kong with the keywords of entrepreneurship, social entrepreneurship and social innovation. It was found that most of the social entrepreneurship courses offered were one-off single subject for undergraduate students, General Education courses, and minor courses, with only a few courses targeting postgraduates. It was also found that curricular differences among the courses offered by various schools or faculties were not that obvious. To understand this, the author had undertaken an analysis of the schools where these courses resided, course objectives, course content, and teaching and learning strategies among these various social entrepreneurship courses. Discussion of these has given insights to arguing for the need of multidisciplinary collaborations among social entrepreneurship educators.

scholarly journals Funding Social Innovation in Canada: A Conversation with Stephen Huddart and Chad Lubelsky of the McConnell Foundation

2019 ◽  
Vol 4 (2) ◽  
pp. 107-116
Author(s):  
David Peacock ◽  
Stephen Huddart ◽  
Chad Lubelsky
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Postsecondary Education ◽  
Social Innovation ◽  
Social Infrastructure ◽  
Community Service Learning ◽  
Campus Engagement ◽  
Innovation Activities ◽  
Canadian Higher Education ◽  
Higher Education And Society

Co-editor of this issue David Peacock interviews Stephen Huddart (President and CEO) and Chad Lubelsky (Program Director) of the McConnell Foundation, a historic supporter of postsecondary education across Canada. McConnell’s investments in community service-learning, social entrepreneurial and innovation activities and social infrastructure programs and dialogues have made them a significant partner for many Canadian higher education institutions. Yet not all community-campus engagement scholars and practitioners, and Engaged Scholar readers, may have heard McConnell articulate for itself its aims and goals for Canadian higher education and society. This interview canvasses the scope of McConnell’s work and interests in community-campus engagement, and sheds light on the actions of an influential private actor in the postsecondary sector.  

Integrated Service Learning Strategies for Student Engagement

2020 ◽  
pp. 130-148
Author(s):  
Sara L. Dodd ◽  
Holly E. Follmer-Reece ◽  
CiCi A. Nuñez ◽  
Kathryn L. Cude ◽  
Gloria C. Gonzales
Keyword(s):  
Service Learning ◽  
Learning Strategies ◽  
Research University ◽  
Engaged Scholarship ◽  
Community Programs ◽  
Course Structure ◽  
Public Research University ◽  
Strategic Goals ◽  
Upper Level ◽  
Integrated Service

This chapter explores the synergies experienced when a required upper level undergraduate course (entitled Family in the Community) at a public research university adapted a service-learning model and directly connected students with serving community programs for youth. The experience of faculty and staff seeking to contribute to a university's strategic goals for transforming lives and communities through outreach and engaged scholarship is described and discussed. Service-learning pedagogy and practice at the subject university are reviewed before moving on to description and discussion of how the course structure and content was adapted to foster authentic engagement among students, community programs, and service recipients. Stakeholder experiences and perspectives are shared and explored, including the reflections of the service-learning students. The chapter closes with implications for integrated service learning as a tool for preparing students for meaningful and sustainable community engagement.

Creating Campus Communities for Latin@s through Service Learning: Heritage Learners’ Broadcast University Spanish-Language Radio

2016 ◽  
pp. 382-404
Author(s):  
Carmen King de Ramírez
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Language Education ◽  
The United States ◽  
Academic Community ◽  
Spanish Language ◽  
Responsive Teaching ◽  
Radio Programs

The historical exclusion of Latin@ students on university campuses is noted through the lack of diversity in higher education curricula, services, and organizations. The absence of appropriate support systems for Latin@ students is one of the main contributors to high attrition rates among this group as students often feel that they must choose between their cultural community and university community (Arellano & Padilla, 1996; Gloria & Pope-Davis, 1997). In order to remedy disparities between Latin@ students’ heritage culture and the European-based curricular structure of higher education in the United States, it has been suggested that educators build an academic community that is representative of diversity found in our community as a whole (Gloria, 1997; Pedraza & Rivera, 2006). To this end, educators must be engaged in culturally responsive teaching (Boykin, 1994; Gay, 2010) that acknowledges Latin@ students’ cultural background and reinforces their place in university settings (Diner, 1989; Pappamihiel & Moreno, 2011). Service-learning (SL) is an increasingly popular approach to second language education that can lead to culturally responsive teaching as it invites instructors to facilitate a democratic teaching process that allows students to use their past experiences and future goals to help design course curriculum (Abbott & Lear, 2010). However, most approaches to language-based SL focus on outsourcing L2 students to the same minority-language communities in which many HLs are reared (Barreneche & Ramos-Flores, 2013) and thus lose appeal for HL students. The current study provides an alternative to traditional language-based SL programs as it was designed to acquaint HLs with the academic communities from which they have been historically excluded. The SL project was part of an advanced Spanish for the Professions course that required students to create and broadcast campus radio programs. This initiative drew upon HLs’ familiarity with popular nationally-broadcasted Spanish radio programs and used said programs as a model to create/broadcast local Spanish-language radio programs for their campus community. Preliminary findings suggest that the HLs involved in the creation of the Spanish-language radio program experienced a greater sense of belonging in their academic community. The program became a platform from which Latin@ students could establish a presence on campus, voice immediate concerns, and learn skills that prepare them for a career in mass-media. Through this experience, HLs also began to understand their role in creating and maintaining spaces for underrepresented university members. Latin@ radio listeners expressed feelings of validation as topics related to their lives and experiences were broadcast in a university setting.

scholarly journals Patterns and trends in engineering education in sustainability

2019 ◽  
Vol 20 (2) ◽  
pp. 360-377 ◽  
Author(s):  
Gemma Tejedor ◽  
Martí Rosas-Casals ◽  
Jordi Segalas
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Learning Strategies ◽  
Keyword Search ◽  
Temporal Analysis ◽  
Education For Sustainability ◽  
Future Research ◽  
Content Type ◽  
The Past ◽  
Sustainability In Higher Education

Purpose This paper aims to identify patterns and trends taking place in engineering education in sustainability, through analyzing the evolution of research conducted in relevant publications in the field of engineering education for sustainability in the past decades. Design/methodology/approach First, a bibliometric approach has been applied, adopting a co-word analysis based on co-occurrence of the keywords (300 items) in articles from three indexed journals related to engineering, education or sustainability. The selection of the articles has been based on the appearance of the previous three terms in the topic and title fields of the journal, where journal scope (based in the categories of the InCites Journal Citation Reports) covered at least two topics, and the third topic was applied in the search, as follows: International Journal of Sustainability in Higher Education – Scope of the journal: sustainability and education, Keyword search: engineering (20 papers); Journal of Cleaner Production – Scope of the journal: sustainability and engineering, Keyword search: education (122 papers); International Journal of Engineering Education – Scope of the journal: engineering and education, Keyword search: sustainability (29 papers); Second, to identify topological patterns and their evolution, a structural and temporal analysis of the network of keywords and a categorization of the keywords in thematic clusters (named categories) have been performed. Findings The most relevant categories in terms of corresponding number of keywords, even though these have decreased in recent years, are those related with institutional and policy aspects to embedding or applying sustainability in higher education. At the same time, categories related to the professional development of faculty members, implementation and use of learning strategies (i.e. real-world learning experiences, educational innovative initiatives/tools/techniques) and cross-boundary schemes (i.e. transdisciplinarity, ethics, networking, etc.) increase their relevance in the past five years, signaling some of the challenging fields of interest in engineering higher education in sustainability in the near future. Practical implications Knowledge of the trends in devising sustainability education in engineering allows for designing curricular schemes and learning strategies to achieve competences, which are key factors for the change toward sustainability. Originality/value This research has a strong strategic value, as it indicates the focus of future research efforts and networking on some of the topics of greatest concern in engineering higher education for sustainability.

scholarly journals Capstone Experience Purposes

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Russell Kirkscey ◽  
Julie Vale ◽  
Jennifer Hill ◽  
James Weiss
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Liberal Arts ◽  
Research University ◽  
Oral Communication ◽  
The United States ◽  
Academic Experience ◽  
Public Research ◽  
Graduate School Preparation ◽  
Public Research University

Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and catalog/calendar descriptions at five institutions of higher education: a large public research university in Canada, a large public teaching university in the United Kingdom (UK), a college of a large public research university in the United States (US), and two medium-sized private liberal arts universities in the US. Using the CE purposes found in a review of scholarly literature as a research guide, the authors analyzed 84 institutional documents. CE purposes that appeared in the sample at lower percentages when compared with published studies included oral communication, a coherent academic experience, preparation for graduate school, preparation for life after college, and civic engagement/service learning. Implications for practice include the need for instructors and administrators to consider revising CE documents to better reflect the content and goals of the courses and to address the requirements of other audiences (e.g., program reviewers, accreditation evaluators). Moreover, the results of this study may assist educators in considering reasons for omitting explicit purposes from CE documents and/or justifying the inclusion of previously omitted purposes.

scholarly journals Teaching University students for a Multicultural society

2020 ◽  
pp. 11-31
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Internal Displacement ◽  
University Graduates ◽  
Teaching And Learning Strategies

Throughout the world, the populations of many countries are rapidly becoming more diverse than ever. Population composition is changing, whether measured by ethnicity or race, age or generation, immigration status, or internal displacement. Higher education institutions have an important role in preparing university graduates to interact with diverse groups. This focus guided our study: What teaching and learning strategies might enhance intercultural competence (ICC) among undergraduate students at a university? ICC was considered to be understanding of one‘s own culture as well as the capacity to understand, interpret, and adapt to other cultures. Investigators wanted to collect a set of activities to foster growth in students‘ ICC through knowledge, experience, reflection, and coaching. This project examined 278 scholarly articles to explore the teaching and learning strategies that appear to have made the difference. Using keywords such as multiculturalism, intercultural competence, diversity, higher education, coaching, reflection, service learning, and cultural partners, investigators used academic databases to locate related materials. Research articles were analyzed to locate effective pedagogical practices. The study reported evidence from academic literature about intensive, intentional, and reflective cross-cultural educational experiences that could have a positive impact on the ICC of undergraduate students. Impactful teaching and learning experiences include elements of knowledge, experience, coaching, and reflection. The author suggested specific teaching and learning activities that combine all four elements and may be customized to enhance almost any academic or professional preparation program: cultural autobiography, diversity stories, cultural partnership, and service learning.

scholarly journals Pathways towards Enhancing HEI’s Role in the Local Social İnnovation Ecosystem

2022 ◽  
pp. 37-59
Author(s):  
Danijel Baturina
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Policy Development ◽  
Social Innovation ◽  
Learning Program ◽  
Innovation Ecosystem ◽  
National Education ◽  
The Social ◽  
Social Innovations ◽  
Education Science

AbstractSocial innovation as a potential way of looking for new ways to combat the most challenging social problems is underdeveloped in Croatia and Europe. This chapter assesses the contribution of specific Higher education institute (HEI) to developing a social innovation ecosystem in the Zagreb agglomeration area (and beyond) in several dimensions: (a) research and evidence that informed social innovations (SI) and wider policies; (b) education; (c) creating networks and advocating, and (d) community engagement. Additionally, the introduction of the service-learning program is presented to illustrate that contribution. The capacity of the higher education institutions in fostering the development of the social innovation ecosystem is discussed through the prism of the local and national education, science and public (social) policy development in Croatia.

Integrating Case Study Methodology to Analyze Intra- and Inter-Institutional Comparisons of Service-Learning Within the Carnegie Community Engagement Classification Framework

2018 ◽  
pp. 113-130
Author(s):  
Jarrad D. Plante ◽  
Thomas D. Cox
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Research University ◽  
Academic Learning ◽  
Case Study Methodology ◽  
Classification Framework ◽  
Study Methodology ◽  
Institutional Comparisons

Service-learning has a venerable history in higher education and includes three pillars: community service, academic learning, and civic knowledge. An elective classification system by the Carnegie Foundation for the Advancement of Teaching called the Carnegie Community Engagement Classification (CCEC) created a framework for higher education institutions for fidelity and accountability of community engagement. This chapter examines data from three different colleges and universities to understand the institutionalization of service-learning—a private teaching university, a private liberal arts college, and a public research university situated in the same metropolitan locale—offering varying approaches to completing the CCEC applications from the three vantage points. Using case study methodology, this chapter highlights intra- and inter-institutional comparisons of three institutions of higher learning to inform higher education institution administrators seeking to enhance service-learning experiences that benefit students, higher education practitioners, scholars in the higher education and service-learning fields, as well as community leaders.

scholarly journals Transformative learning, tribal membership and cultural restoration: A case study of an embedded Native American service-learning project at a research university

2017 ◽  
Vol 10 ◽  
Author(s):  
Brent E Sykes ◽  
Joy Pendley ◽  
Zermarie Deacon
Keyword(s):  
Higher Education ◽  
Native American ◽  
Service Learning ◽  
Transformative Learning ◽  
Research University ◽  
Social Impact ◽  
Focal Point ◽  
World View ◽  
Wide Range ◽  
Tribal Nation

This research examines the case of a service-learning project embedded within a CBPR-based Native American tribal nation and research university collaboration in the US. Transformative learning (TL) served as the theoretical framework by which we, the multidisciplinary research team, came to appreciate the significance of the tribal nation’s lived history and deep sense of cultural loss, as well as the social impact of the service-learning project. To date, the majority of research on transformative learning has focused on the individual. This research builds on the work of a growing cadre of TL theorists who consider the role of the collective in transformation. This is especially salient for community-focused research efforts that incorporate service-learning. In this case, we treat consciousness raising, observed through documents, direct observation and participant observation, as evidence of collective transformation. Results indicate that the service-learning project served as a catalyst for tribal nation higher education students and tribal leaders to collectively engage in critical reflection. In doing so, both groups came to develop new, emergent views of tribal membership. Students, in particular, emerged with transformed world views and deepened cultural connections, while tribal leaders came to appreciate service-learning relative to tribal needs. We thus assert that service-learning can be a culturally appropriate, sustainable educational mechanism that has application across a wide range of Indigenous communities, thereby highlighting the instrumentality of this case. The research also indicates how higher education institutions and fellow researchers oriented to CBPR may render more successful their future collaboration practices with historically marginalised communities. We advocate that service-learning be directed by the tribal nation or community in question. As such, the community’s lived experience and world view becomes the focal point of the partnership, thereby making it culturally relevant and broadening the views of other stakeholders.

Sign in / Sign up

Export Citation Format

Share Document