Sustainable Campuses

2017 ◽  
Author(s):  
Scott Ashmann ◽  
Felix Pohl ◽  
Dave Barbier
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Green Infrastructure ◽  
Human Population ◽  
Teaching And Learning ◽  
Urban Sustainability ◽  
Local Communities ◽  
Environmental Stewardship ◽  
University Campuses ◽  
Urban Environmental Education

This chapter examines sustainable urban campuses and their impact on their students and local communities. It also considers elements of green infrastructure, learning, and community through the lens of urban environmental education trends, namely: City as Classroom, Problem Solving, and Environmental Stewardship. After providing an overview of aspects of sustainable university campuses, the chapter discusses the ways that such campuses address urban sustainability related to infrastructure, teaching and learning, as well as connections to the community. It shows that the built environment and lifestyles are important for urban campuses, given their location in areas of highly concentrated buildings and dense human population. It argues that environmental education in cities can benefit from harnessing the power that lies within a university campus's academic, infrastructural, and community-related resources.

Educational Trends

2017 ◽  
Author(s):  
Alex Russ ◽  
Marianne E. Krasny
Keyword(s):  
Problem Solving ◽  
Community Development ◽  
Environmental Education ◽  
Youth Development ◽  
Urban Ecosystems ◽  
Environmental Stewardship ◽  
Ecological System ◽  
Capital City ◽  
Social Ecological ◽  
Urban Environmental Education

This chapter discusses five trends related to urban environmental education: City as Classroom, Problem Solving, Environmental Stewardship, Individual and Community Development, and City as Social-Ecological System. City as Classroom aims to facilitate learning about urban and other environments, ecology, science, geography, history, and other subjects using urban outdoor and indoor settings. Problem Solving aims to solve or mitigate environmental problems and related social problems. The goal of Environmental Stewardship is to foster community-based management of urban ecosystems, involve community members in decision making and action to improve urban natural resources. Individual and Community Development seeks to promote positive youth development and social capital. City as Social-Ecological System aims to develop an understanding of cities as social-ecological systems, and reimagine how to manage cities to achieve desired environmental and social outcomes. The chapter shows that urban environmental education contributes to urban sustainability by addressing social and environmental issues.

School Partnerships

2017 ◽  
Author(s):  
Polly L. Knowlton Cockett ◽  
Janet E. Dyment ◽  
Mariona Espinet ◽  
Yu Huang
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Local Environment ◽  
Local Communities ◽  
Sustainable Cities ◽  
Stimulus Context ◽  
School Partnerships ◽  
Green Schools ◽  
Local Environments ◽  
Urban Environmental Education

This chapter examines how schools that establish rich and sustaining partnerships with local communities enhance opportunities for urban environmental education. It considers “socioecological refrains” that incorporate stewardship, pedagogy, interrelationships, and heritage and highlight the role played by schools in shaping sustainable cities through urban environmental education. These refrains promote a connectedness to place through the use of the local environment to stimulate learning, the development of curricula and pedagogies that embrace the development of sustainable cities, and the establishment of links with the community to foster relationships, stewardship, and resiliency. Case studies from Canada, Australia, China, and Spain are presented to illustrate these refrains and to show initiatives at work such as green schools. The chapter demonstrates that urban schools can use local environments to serve as stimulus, context, and content for teaching and learning about sustainability.

Cities as Opportunities

2017 ◽  
Author(s):  
Daniel Fonseca de Andrade ◽  
Soul Shava ◽  
Sanskriti Menon
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Environmental Education ◽  
Urban Sustainability ◽  
Environmental Problems ◽  
Global South ◽  
Environmental Narratives ◽  
Urban Environmental Education ◽  
Colonial Legacies ◽  
Colonial Histories

This chapter discusses the notion of “cities as opportunities,” drawing on urban experiences lived in the broader geopolitical context of the Global South. It shows that different countries and cities present different conditions and opportunities to address multidimensional social and environmental problems. In the Global South, cities integrate into environmental narratives aspects of their colonial histories and decolonizing viewpoints, which are reflected in educational practices. Environmental education in these cities reflects the ways that people construct perspectives and narratives to frame and address social and environmental issues, while also providing models for other countries seeking to simultaneously address environmental and social justice. The chapter looks at examples of urban environmental education from three countries: South Africa, Brazil, and India. It demonstrates how the intensity of colonial legacies and environmental problems in cities in the Global South makes them “cities as opportunities” for environmental education and urban sustainability.

Environmental Governance

2017 ◽  
Author(s):  
Marianne E. Krasny ◽  
Erika S. Svendsen ◽  
Cecil Konijnendijk van den Bosch ◽  
Johan Enqvist ◽  
Alex Russ
Keyword(s):  
Environmental Management ◽  
Environmental Education ◽  
Environmental Governance ◽  
Urban Governance ◽  
Urban Sustainability ◽  
Organizational Leaders ◽  
Urban Environmental Education ◽  
Governance Networks ◽  
The Relationship

This chapter explores the relationship between environmental governance and urban environmental education. It first provides an overview of environmental governance and governance networks before discussing research on the prevalence of organizations conducting environmental education in governance networks in Asian, European, and U.S. cities. It then offers suggestions on how environmental education organizations can be effective contributors in urban environmental governance and explains how the role of environmental education in governance can be made transparent to educators and participants. It argues that environmental education organizations are actors in urban governance networks and can play an important role in environmental governance. It also asserts that an explicit focus on governance will enable organizational leaders to target their partnerships and efforts to have a greater impact on urban sustainability and will enable youths and other participants to gain an understanding of critical concepts in environmental management and policy.

Introduction

2017 ◽  
Author(s):  
Alex Russ ◽  
Marianne E. Krasny
Keyword(s):  
Urban Planning ◽  
Community Development ◽  
Environmental Education ◽  
Inclusive Education ◽  
Green Infrastructure ◽  
Adventure Education ◽  
Climate Change Education ◽  
Urban Environmental Education ◽  
Novel Approaches ◽  
Environmental Educators

This book explains how urban environmental education can promote urban sustainability, and more specifically how environmental educators can achieve educational, youth and community development as well as environmental quality goals in cities. Building on research and practice, it outlines novel approaches to educating about the urban environment and to participatory urban planning, stewardship, and governance. The book features contributions from an international community of eighty-two scholars from environmental education and related fields who share their insights about a variety of topics ranging from urbanization and the characteristics of sustainable cities to environmental justice, sense of place, climate change education, intergenerational education, inclusive education, and educator professional development. The book also explores methods and tools used in urban environmental education such as cities as classrooms, environmental arts, adventure education, urban agriculture, ecological restoration, green infrastructure, urban digital storytelling, and participatory urban planning.

Cities as Classrooms

2017 ◽  
Author(s):  
Mary Leou ◽  
Marianna Kalaitsidaki
Keyword(s):  
United States ◽  
Problem Solving ◽  
Environmental Literacy ◽  
Science Inquiry ◽  
The United States ◽  
Environmental Stewardship ◽  
Problem Solving Skills ◽  
Inquiry Based Learning ◽  
Nature Study ◽  
Urban Environmental Education

This chapter explores how learning in cities can promote environmental literacy, raise awareness about local environmental problems, and engage students in discussions of sustainable choices. City as Classroom is a trend in urban environmental education that encompasses nature study, citizen science, inquiry-based learning, and neighborhood inventories. It draws from place-based education, which enables teachers to use the varied resources of a city to engage students in authentic experiences and learning in the places where they live. Using examples from Greece and the United States, this chapter considers the ways in which place matters and shapes what we teach and how we teach. It shows that cities can function as vibrant outdoor classrooms, with the goal to help teachers and other educators develop curriculum that is inquiry-based and fosters the development of problem-solving skills as well as an environmental stewardship ethic.

scholarly journals Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

2020 ◽  
Vol 10 (1) ◽  
pp. 73-91
Author(s):  
Joseph Siegel
Keyword(s):  
Teaching And Learning ◽  
First Language ◽  
Student Body ◽  
University Campuses ◽  
Student Comprehension ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Low Levels ◽  
Effectiveness And Efficiency ◽  
The Impact

AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

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