Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education

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ID: 62076
2017
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Abstract
In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education.
Reference Key
hedden2017teachingsustainability Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Hedden, Maria Kalamas;Worthy, Roneisha;Akins, Edwin;Slinger-Friedman, Vanessa;Paul, R. C.;
Journal sustainability
Year 2017
DOI
DOI not found
URL
https://www.mdpi.com/2071-1050/9/8/1320
Keywords
environmental effects of industries and plants renewable energy sources environmental sciences agriculture finance forestry accounting. bookkeeping

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