Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You and Your Team.

Learn More →

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

How an entry-level, interdisciplinary sustainability course revealed the benefits and challenges... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sustainability in Higher Education Emerald Publishing

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

Loading next page...
 
/lp/emerald-publishing/how-an-entry-level-interdisciplinary-sustainability-course-revealed-t48ShAmnVM
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1467-6370
DOI
10.1108/IJSHE-04-2014-0059
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

International Journal of Sustainability in Higher EducationEmerald Publishing

Published: Sep 7, 2015

There are no references for this article.