Real-world learning opportunities in sustainability: from classroom into the real world
Purpose - Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The pu...
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Veröffentlicht in: | International journal of sustainability in higher education 2010-09, Vol.11 (4), p.308-324 |
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description | Purpose - Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real-world learning opportunities.Design methodology approach - The paper summarizes key competencies in sustainability, identifies criteria for real-world learning opportunities in sustainability programs, and draws on dominant real-world learning models including project- and problem-based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real-world learning opportunities.Findings - A "functional and progressive" model of real-world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability.Practical implications - The paper offers examples of real-world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students.Originality value - The paper contributes to sustainability education by clarifying how real-world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation. |
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These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real-world learning opportunities.Design methodology approach - The paper summarizes key competencies in sustainability, identifies criteria for real-world learning opportunities in sustainability programs, and draws on dominant real-world learning models including project- and problem-based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real-world learning opportunities.Findings - A "functional and progressive" model of real-world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability.Practical implications - The paper offers examples of real-world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students.Originality value - The paper contributes to sustainability education by clarifying how real-world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation.</description><identifier>ISSN: 1467-6370</identifier><identifier>EISSN: 1758-6739</identifier><identifier>DOI: 10.1108/14676371011077540</identifier><language>eng</language><publisher>Bradford: Emerald Group Publishing Limited</publisher><subject>Arizona ; College Students ; Colleges & universities ; Competence ; Cooperation ; Cooperative Planning ; Core curriculum ; Design ; Education ; Educational Opportunities ; Educational Research ; Environmental education ; Higher Education ; Instructional Innovation ; Internship Programs ; Internships ; Introductory Courses ; Learning ; Participatory Research ; Problem Based Learning ; Problem solving ; Relevance (Education) ; School Community Relationship ; Service Learning ; Society ; Student Projects ; Sustainability ; Sustainable Development ; Teaching Methods ; Undergraduate Study ; World Problems</subject><ispartof>International journal of sustainability in higher education, 2010-09, Vol.11 (4), p.308-324</ispartof><rights>Emerald Group Publishing Limited</rights><rights>Copyright Emerald Group Publishing Limited 2010</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c403t-ac75ab48227ac6b9a57f36733d9d8b7185c0f622fe16ac336533a65be49a987e3</citedby><cites>FETCH-LOGICAL-c403t-ac75ab48227ac6b9a57f36733d9d8b7185c0f622fe16ac336533a65be49a987e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/14676371011077540/full/pdf$$EPDF$$P50$$Gemerald$$H</linktopdf><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/14676371011077540/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,967,11635,21695,27924,27925,52686,52689,53244,53372</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ921918$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Fadeeva, Zinaida</contributor><creatorcontrib>Brundiers, Katja</creatorcontrib><creatorcontrib>Wiek, Arnim</creatorcontrib><creatorcontrib>Redman, Charles L</creatorcontrib><title>Real-world learning opportunities in sustainability: from classroom into the real world</title><title>International journal of sustainability in higher education</title><description>Purpose - Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real-world learning opportunities.Design methodology approach - The paper summarizes key competencies in sustainability, identifies criteria for real-world learning opportunities in sustainability programs, and draws on dominant real-world learning models including project- and problem-based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real-world learning opportunities.Findings - A "functional and progressive" model of real-world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability.Practical implications - The paper offers examples of real-world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students.Originality value - The paper contributes to sustainability education by clarifying how real-world learning opportunities contribute to the acquisition of key competencies in sustainability. 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These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real-world learning opportunities.Design methodology approach - The paper summarizes key competencies in sustainability, identifies criteria for real-world learning opportunities in sustainability programs, and draws on dominant real-world learning models including project- and problem-based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real-world learning opportunities.Findings - A "functional and progressive" model of real-world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability.Practical implications - The paper offers examples of real-world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students.Originality value - The paper contributes to sustainability education by clarifying how real-world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation.</abstract><cop>Bradford</cop><pub>Emerald Group Publishing Limited</pub><doi>10.1108/14676371011077540</doi><tpages>17</tpages></addata></record> |
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subjects | Arizona College Students Colleges & universities Competence Cooperation Cooperative Planning Core curriculum Design Education Educational Opportunities Educational Research Environmental education Higher Education Instructional Innovation Internship Programs Internships Introductory Courses Learning Participatory Research Problem Based Learning Problem solving Relevance (Education) School Community Relationship Service Learning Society Student Projects Sustainability Sustainable Development Teaching Methods Undergraduate Study World Problems |
title | Real-world learning opportunities in sustainability: from classroom into the real world |
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