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ERIC Number: EJ1107036
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1467-6370
Enhancing Sustainability Curricula through Faculty Learning Communities
Natkin, L. W.; Kolbe, Tammy
International Journal of Sustainability in Higher Education, v17 n4 p540-558 2016
Purpose: Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published evaluation research. This paper aims to report findings from an evaluation of the University of Vermont's (UVM's) sustainability faculty fellows (SFF) program. It discusses how utilization-focused program evaluation is an important tool for developing and improving sustainability-focused FLCs. The SFF program aims to enhance sustainability education by bringing faculty members together to expand their knowledge of sustainability concepts and offer pedagogical support for integrating those concepts in higher education curricula. Design/methodology/approach: A utilization-focused evaluation framework guided the evaluation's design and implementation. Multiple methods were used to collect evaluation data, including in-person interviews and an online survey with SFF program participants. Findings: The evaluation's findings suggest that UVM's SFF program expanded faculty understanding of sustainability concepts, encouraged curricular and instructional reform and made progress toward developing a community of faculty interested in sustainability education. The evaluation's utilization focus was instrumental in providing useful information for improving the SFF program. Originality/value: Evaluation findings expand what we know about the potential effectiveness of sustainability-focused FLCs, as well as challenges institutions might encounter when adopting such an approach to faculty development. Findings also point to ways in which utilization-focused evaluations can inform program development and improvement efforts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont