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Xu, Cassie; Smerdon, Jason E.; DeFries, Ruth; Unwin-Kuruneri, Natalie – New Directions for Teaching and Learning, 2020
Sustainability education offers higher education institutions opportunities to broaden the participation of groups traditionally underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields. This chapter focuses on an exploratory case study that looks at how sustainability education can be used as a tool to increase…
Descriptors: Minority Group Students, STEM Education, Environmental Education, Sustainable Development
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Michel, Jessica Ostrow; Holland, LeAnn M.; Brunnquell, Claudine; Sterling, Stephen – New Directions for Teaching and Learning, 2020
This chapter presents an overview of transformative learning theory while illuminating its connections to education for sustainability.
Descriptors: Outcomes of Education, Sustainability, Transformative Learning, Learning Theories
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Wright, Mary F.; Monsour, Florence A. – New Directions for Teaching and Learning, 2020
This chapter describes an evolving narrative inquiry into the use of formative sustainability assessments in teacher education for elementary and secondary level education. Framed within a postmodern approach to education, we describe the efficacy of using experiential, performative, discursive, graphic, and reflective assessments to bolster…
Descriptors: Sustainability, Teacher Education, Elementary Secondary Education, Formative Evaluation
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Natkin, Lisa W.; Hill, Laura M. – New Directions for Teaching and Learning, 2020
This chapter describes how faculty at the University of Vermont are trained to teach their university-wide sustainability general education requirement and how they execute teaching in the classroom.
Descriptors: Sustainability, Behavioral Objectives, College Curriculum, Communities of Practice
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Walter, Mariana; Weber, Lena; Temper, Leah – New Directions for Teaching and Learning, 2020
The chapter analyzes how the Environmental Justice Atlas (EJAtlas.org), an online interactive platform developed to visualize and study struggles against environmental injustices worldwide, is used in higher education curricula to teach environmental justice and sustainability themes.
Descriptors: Student Empowerment, Student Motivation, Environmental Education, Social Justice
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Venkatesan, Madhavi – New Directions for Teaching and Learning, 2020
This chapter addresses how sustainability can be incorporated within the Principles of Microeconomics and Principles of Macroeconomics curriculum. Examples of assignments along with case study assessments of the impact of the assignments as they relate to understanding and fostering sustainability in the student are provided.
Descriptors: Microeconomics, Introductory Courses, Economics Education, Assignments
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Reames, Tony G.; Blackmar, Jeannette M.; Pierce, John C. – New Directions for Teaching and Learning, 2020
Using seven established course design principles for effective service-learning, this chapter discusses the lessons learned in teaching the three E's of sustainability: environmental; economic; and (social) equity, in a professional program at an American Midwestern public university.
Descriptors: Service Learning, Teaching Methods, Sustainability, Professional Education
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Goralnik, Lissy; Marcus, Sonia – New Directions for Teaching and Learning, 2020
Through literature review, anecdote, and empirical case study, this chapter explores the role of contemplative practice--yoga, meditation, reflection, breathwork--in the sustainability classroom as a way to increase both learner resilience and learner capacity to engage the challenging content of socio-ecological resilience.
Descriptors: Resilience (Psychology), Case Studies, Metacognition, Sustainability
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Iverson, Ellen R.; Wetzstein, Lia J. – New Directions for Teaching and Learning, 2020
This chapter describes InTeGrate, a national sustainability curricular development program, and the influence of the program on instructors who created the curriculum as well as those who utilized the InTeGrate curriculum in their courses.
Descriptors: Earth Science, Science and Society, Sustainability, Curriculum Development
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Michel, Jessica Ostrow – New Directions for Teaching and Learning, 2020
This chapter offers a broad description of what upholds education for sustainability in higher education.
Descriptors: Sustainability, Higher Education
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Teig, Inger Lise – New Directions for Teaching and Learning, 2020
This chapter describes how profession based hierarchies (stratified social orders between professions) may appear in a teaching context of interprofessionality involving a variety of health professions presenting challenges to learning and offers suggestions on how these challenges can be overcome.
Descriptors: Occupations, Social Stratification, Allied Health Occupations, Barriers
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Stidham, April L. – New Directions for Teaching and Learning, 2020
This chapter describes the setting for interprofessional education and practice with an emphasis on the development of interprofessional clinical rotations. The barriers and challenges for healthcare facilities serving patients in rural areas with limited resources is outlined. The process for establishing academic and healthcare institutional…
Descriptors: Clinical Experience, Professional Education, Interprofessional Relationship, Medical Education
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Eiland, Lea S.; Helmer, Allison M.; Kelley, Kristi W.; Hester, E. Kelly – New Directions for Teaching and Learning, 2020
This chapter describes the process of redesigning classroom and clinical experiential teaching peer evaluation tools to enhance formative peer review. The peer-evaluation process is a commitment to improve teaching in all types of settings. Periodic peer evaluation is essential to ensure quality student education and growth of teachers.
Descriptors: Peer Evaluation, Test Construction, Teacher Improvement, Teacher Competencies
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Helms, Kristen L.; Held, Mary L. – New Directions for Teaching and Learning, 2020
Interprofessional education (IPE) provides healthcare students with educational experiences that will prepare them for the evolving team-based approach to healthcare. With significant differences in training approaches, areas of expertise, commitment to IPE, and resources among disciplines, curricular developers must be strategic and deliberate to…
Descriptors: Professional Education, Interprofessional Relationship, Medical Students, Interdisciplinary Approach
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Groccia, James E.; Ford, Channing R. – New Directions for Teaching and Learning, 2020
This chapter takes a brief look at this history of health professions education focusing on human medicine, pharmacy, and nursing. This is followed by a description of a model of university teaching and learning to provide a framework for understanding and enhancing healthcare education. Finally, challenges facing today's system for educating…
Descriptors: Allied Health Occupations Education, Pharmaceutical Education, Nursing Education, Medical Education
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