ERIC Number: EJ1113242
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Incorporating Sustainability Content and Pedagogy through Faculty Development
Hurney, Carol A.; Nash, Carole; Hartman, Christie-Joy B.; Brantmeier, Edward J.
International Journal of Sustainability in Higher Education, v17 n5 p582-600 2016
Purpose: Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses. Design/methodology/approach: A yearlong faculty development program to introduce content and effective course design for teaching about sustainability was created through a content-driven, backward design approach. Faculty participants from two cohorts were surveyed electronically to evaluate their perceptions of the impact of the program on their courses and professional development either one or two years after completing the program. Findings: The theoretical model, curriculum and assignments for the sustainability-enhanced program are presented and discussed. Faculty participant responses to a survey (n = 14) following completion of the program indicated that the process changed pedagogical approaches, created a sense of community and raised awareness of campus resources. Faculty perceived that sustainability content enhanced their course redesign by providing "real-world" relevance, awareness and engagement. More than half of the respondents reported using tools they learned in the program to redesign elements of other courses. Three respondents indicated that integrating sustainability content into their courses had little to no benefit. Research limitations/implications: The study did not explore the impact of the program on faculty and student learning. Practical implications: The tools presented are practice-ready. Originality/value: This study can inform the design and evaluation of other sustainability-related faculty development programs.
Descriptors: Sustainability, Course Content, Faculty Development, Instructional Design, Assignments, Teacher Surveys, Teaching Methods, Consciousness Raising, Program Design, Program Evaluation, Teacher Attitudes, Qualitative Research, Statistical Analysis, College Faculty
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A