Sustainability in Higher Education.

Support in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. Sustainability in Higher Education provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includ...

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Bibliographic Details
Author / Creator: Davim, J. Paulo.
Format: eBook Electronic
Language:English
Imprint: OXford : Elsevier Science & Technology, 2015.
Subjects:
Local Note:Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Online Access:Click to View
Table of Contents:
  • Front Cover
  • Sustainability in Higher Education
  • Copyright
  • Contents
  • List of contributors
  • Preface
  • About the contributors
  • Editor
  • Authors
  • Chapter 1
  • Chapter 2
  • Chapter 3
  • Chapter 4
  • Chapter 5
  • Chapter 1: Putting sustainable development in practice: campus greening as a tool for institutional sustainability efforts
  • 1.1 Introduction
  • 1.2 Role and areas of campus greening
  • 1.3 Overview and evaluation of campus greening efforts
  • 1.4 Discussion
  • 1.5 Lessons learned and needs to be addressed
  • 1.6 Conclusions
  • References
  • Chapter 2: Management education for sustainability: deriving learning formats from competence requirements
  • 2.1 Introduction
  • 2.2 New profession requires profound management education for sustainability
  • 2.2.1 Increased activities in sustainability-oriented management education
  • 2.2.2 The MBA program in sustainability management at CSM in Lüneburg, Germany
  • 2.3 Corporate change agents for sustainability: competence requirements to manage corporate sustainability
  • 2.3.1 Defining a corporate change agent for sustainability
  • 2.3.2 Competences of a change agent for sustainability-theoretical findings
  • 2.3.3 Competences of a change agent for sustainability: empirical findings from an alumni study in the MBA Sustainability ...
  • 2.3.4 Competence profile of a change agent for sustainability
  • 2.4 Learning formats to educate change agents for sustainability
  • 2.4.1 Learning formats in a blended learning concept
  • 2.4.2 Linking learning formats to competence requirements
  • 2.4.3 Example 1: Webinar "Business Cases for Sustainability" in the MBA Sustainability Management
  • 2.4.3.1 Description of the webinar "Business Cases for Sustainability"
  • 2.4.3.2 Discussion: contributions of the webinar "Business Case for Sustainability" to competence development.
  • 2.4.4 Example 2: Company workshop in the MBA Sustainability Management
  • 2.4.4.1 Description of the company workshop
  • 2.4.4.2 Discussion: contributions of the company workshop to competence development
  • 2.5 Conclusion
  • References
  • Chapter 3: U.S. and international community-based sustainability projects for deep learning
  • 3.1 Introduction
  • 3.2 Background: high-impact educational practices, deep learning, and stakeholder outcomes
  • 3.3 WPI: interactive qualifying projects
  • 3.3.1 The interactive qualifying project
  • 3.4 Interactive community-based projects and deep learning
  • 3.4.1 High-impact educational practices
  • 3.4.2 Deep learning dimensions
  • 3.4.3 Deep learning outcomes
  • 3.5 Common challenges
  • 3.5.1 Students
  • 3.5.2 Worcester Polytechnic Institute
  • 3.5.3 Communities
  • 3.6 Lessons learned
  • 3.6.1 Student impact
  • 3.6.2 Research
  • 3.7 Summary and conclusion
  • References
  • Chapter 4: Inculcating sustainability among first-year engineering students using cooperative problem-based learning
  • 4.1 Introduction
  • 4.2 The cooperative problem-based learning model
  • 4.2.1 Phase 1: Problem restatement and identification
  • 4.2.2 Phase 2: Peer teaching, synthesis, and solution formulation
  • 4.2.3 Phase 3: Generalization, closure, and internalization
  • 4.3 Learning environment design in the introduction to engineering course
  • 4.3.1 Overview of implementation
  • 4.3.2 Team formation
  • 4.3.3 Problem crafting
  • 4.3.3.1 Stage 1
  • 4.3.3.2 Stage 2
  • 4.3.3.3 Stage 3
  • 4.3.4 Assessment
  • 4.3.4.1 Problem identification and problem restatement
  • 4.3.4.2 Peer teaching notes
  • 4.3.4.3 Written report
  • 4.3.4.4 Oral presentation
  • 4.3.4.5 Learning and reflection journal
  • 4.3.4.6 e-Learning
  • 4.4 Example problem the introduction to engineering course
  • 4.5 Study on the impact of the learning environment.
  • 4.5.1 Instrument
  • 4.5.2 Result and analysis
  • 4.5.2.1 Differences between students' perception of knowledge before and after CPBL
  • 4.5.2.2 Differences between students' perception on sustainable behavior before and after CPBL
  • 4.5.3 Discussion
  • 4.6 Conclusion
  • References
  • Chapter 5: Sustainability in engineering education: an approach to reach significant learning and character skills
  • 5.1 Introduction
  • 5.2 Sustainability in higher engineering education
  • 5.3 A qualitative, longitudinal research of students' sustainable behavior in a Mexican HEI
  • 5.3.1 Background
  • 5.3.2 Institutional setting
  • 5.3.3 Method
  • 5.3.3.1 Mapping the cultural landscape
  • 5.3.3.2 Perception of sustainability
  • 5.3.3.3 Teaching ethics, sustainability, and character curriculum
  • 5.3.3.4 Outdoor education: building identity and sustainability
  • 5.3.3.5 Statistical analysis
  • 5.4 Results and discussion
  • 5.5 Concluding remarks
  • Acknowledgments
  • References
  • Index.