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Teaching and learning strategies for sustainable development /
The United Nations Sustainable Development Goals challenges us all to promote sustainable development. Higher education is a key arena for educating students in sustainability and sustainable developments, and for producing research on these key issues. This timely book explores the sustainable deve...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley, U.K. :
Emerald Publishing Limited,
2020.
|
| Colección: | Innovations in higher education teaching and learning ;
v. 19. |
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
MARC
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| 245 | 0 | 0 | |a Teaching and learning strategies for sustainable development / |c Enakshi Sengupta (The American University of Kurdistan, Iraq), Patrick Blessinger (St. Johns University and Higher Education Training and Learning Association, USA), Taisir Subhi Yamin (The International Centre for Innovation in Education, Germany). |
| 264 | 1 | |a Bingley, U.K. : |b Emerald Publishing Limited, |c 2020. | |
| 264 | 4 | |c ©2020 | |
| 300 | |a 1 online resource (272 pages) | ||
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| 490 | 1 | |a Innovations in higher education teaching and learning ; |v volume 19 | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a The United Nations Sustainable Development Goals challenges us all to promote sustainable development. Higher education is a key arena for educating students in sustainability and sustainable developments, and for producing research on these key issues. This timely book explores the sustainable development goals, how well universities have been able to integrate them into their curriculum, and how universities can institutionalize the goals and sustainable development into their strategic plans and institutional culture. Authors from Nigeria, sub Saharan Africa, Italy and the Middle East explore how to achieve these targets in the face of shifting expectations. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Intro -- Half Title Page -- Series Page -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Series Editors' Introduction -- Innovations in Higher Education Teaching and Learning -- FOREWORD -- Part I-PEDAGOGICAL APPROACHES -- Chapter 1-Introduction to Teaching and Learning Strategies for Sustainable Development -- Introduction -- Literature review -- Conclusion -- Chapter overviews -- References -- Chapter 2-Integrating Sustainability into the University: Academies for Learning -- Introduction -- The Academies -- The Ecojustice Curriculum Framework | |
| 505 | 8 | |a Embracing the Cultural Commons -- Redressing Our Conceptions of Intelligence -- Learning in the Academies -- The Professor as Mediator -- Conclusions -- References -- Films -- Chapter 3-An Interdisciplinary Problem-Based Approach to Education for Sustainable Development -- Beginnings -- Preparing the ground -- The Pilot -- Development of the approach -- The transformative nature of Education for Sustainable Development -- Discussion -- Conclusion -- Acknowledgments -- References -- Chapter 4-Using the Sdgs to Promote Change and Nurture Connectivity in an Undergraduate Design Module | |
| 505 | 8 | |a Introduction -- Millennium Development Goals -- Sustainable Development Goals -- Sustainable Development Goals and Design -- Framing the Research -- Future scenario building -- The Ethical Journey -- Methods -- Results -- Were you aware of the SDGs before this module? -- If you were aware of the SDGs, where did you hear about them? -- Which SDGs are related to your design challenge? -- What do you consider to be the values of the SDGs? -- In what way do you find the SDGs helpful? -- What aspects of your design have the SDGs made you think about? | |
| 505 | 8 | |a Having explored the SDGs within your project, can you give an example of trade-offs, wherein it was impossible to maximize fulfillment of two or more SDGs because to maximize one would mean not being able to maximize another? How did you decide what trad -- Give an example of how two or more SDGs were connected within your project -- Having explored the SDGs within the context of your project, would you change anything about the SDGs? If so, give an example -- Insights -- References -- Chapter 5-Leading Assessment Practices to Foster Sustainability Learning in Engineering Classrooms | |
| 505 | 8 | |a Introduction -- Literature Review -- Two Learning Models that Foreground Alignment -- Two Useful Frameworks for Sustainability Teaching -- Teaching Approaches in Engineering Sustainability Classes -- Impact of assessment design on student approaches to learning -- Overview of Research in Assessment -- Current Practice in Assessment for Sustainability in Engineering -- Research in Assessment for Sustainability in Engineering -- Discussion -- Conclusions -- References -- Chapter 6-Can the Anthropocene Provide a Tool For Meaningful Teaching of Sustainability in Higher Education? -- Background | |
| 590 | |a Emerald Insight |b Emerald All Book Titles | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Sustainable development |x Study and teaching. | |
| 650 | 6 | |a Développement durable |x Étude et enseignement. | |
| 650 | 7 | |a Sustainability. |2 bicssc | |
| 650 | 7 | |a Business & Economics |x Development |x Sustainable Development. |2 bisacsh | |
| 650 | 7 | |a Sustainable development |x Study and teaching |2 fast | |
| 655 | 4 | |a Electronic Book | |
| 700 | 1 | |a Sengupta, Enakshi, |e editor. | |
| 700 | 1 | |a Blessinger, Patrick, |e editor. | |
| 700 | 1 | |a Yamin, Taisir Subhi, |e editor. | |
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| 830 | 0 | |a Innovations in higher education teaching and learning ; |v v. 19. | |
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