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Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education

Author

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  • Maria Kalamas Hedden

    (Department of Marketing and Professional Sales, Kennesaw State University, Kennesaw, GA 30144, USA)

  • Roneisha Worthy

    (Department of Civil and Construction Engineering, Kennesaw State University, Marietta, GA 30060, USA)

  • Edwin Akins

    (Department of Architecture, Kennesaw State University, Marietta, GA 30060, USA)

  • Vanessa Slinger-Friedman

    (Department of Geography and Anthropology, Kennesaw State University, Kennesaw, GA 30144, USA)

  • R. C. Paul

    (Emeritus Director of Sustainability, Department of Ecology, Evolution, and Organismal Biology, Kennesaw State University, Kennesaw, GA 30144, USA)

Abstract

In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education.

Suggested Citation

  • Maria Kalamas Hedden & Roneisha Worthy & Edwin Akins & Vanessa Slinger-Friedman & R. C. Paul, 2017. "Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education," Sustainability, MDPI, vol. 9(8), pages 1-18, July.
    • Handle: RePEc:gam:jsusta:v:9:y:2017:i:8:p:1320-:d:106210
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    References listed on IDEAS

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    1. Richard Beecroft & Jan C. Schmidt, 2014. "Method-Based Higher Education in Sustainability: The Potential of the Scenario Method," Sustainability, MDPI, vol. 6(6), pages 1-17, May.
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    Cited by:

    1. Pilar Alonso-Martín & Rocío Cruz-Díaz & Carmen Granado-Alcón & Rocío Lago-Urbano & Concha Martínez-García, 2021. "Variability of Higher Education Students’ Learning Styles Depending on Gender, Course, Degree and Institutional Context," Sustainability, MDPI, vol. 13(4), pages 1-18, February.
    2. Fermín Sánchez-Carracedo & David López & Carme Martín & Eva Vidal & Jose Cabré & Joan Climent, 2020. "The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees," Sustainability, MDPI, vol. 12(14), pages 1-24, July.
    3. Leyla Angélica Sandoval Hamón & Ana Paula Martinho & M. Rosário Ramos & Cecilia Elizabeth Bayas Aldaz, 2020. "Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?," Sustainability, MDPI, vol. 12(18), pages 1-21, September.
    4. Míriam Hernández-Barco & Jesús Sánchez-Martín & Isaac Corbacho-Cuello & Florentina Cañada-Cañada, 2021. "Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers," Sustainability, MDPI, vol. 13(6), pages 1-19, March.
    5. Carlos Miguel Ferreira & Sandro Serpa, 2017. "Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion," Societies, MDPI, vol. 7(4), pages 1-11, October.
    6. Samah Abduljawad, 2024. "Enhancing Technical English Proficiency: A Video-Based Approach for Female Students at Industrial Colleges in Saudi Arabia," World Journal of English Language, Sciedu Press, vol. 14(5), pages 250-250, September.
    7. Fermín Sánchez-Carracedo & David López, 2021. "A Service-Learning Based Computers Reuse Program," Sustainability, MDPI, vol. 13(14), pages 1-32, July.
    8. Maria Rosario Perello-Marín & Gabriela Ribes-Giner & Odette Pantoja Díaz, 2018. "Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach," Sustainability, MDPI, vol. 10(1), pages 1-17, January.
    9. Bandar Alkhayyal & Wafa Labib & Talal Alsulaiman & Abdelhakim Abdelhadi, 2019. "Analyzing Sustainability Awareness among Higher Education Faculty Members: A Case Study in Saudi Arabia," Sustainability, MDPI, vol. 11(23), pages 1-13, December.
    10. Zaloa Aginako & Teresa Guraya, 2021. "Students’ Perception about Sustainability in the Engineering School of Bilbao (University of the Basque Country): Insertion Level and Importance," Sustainability, MDPI, vol. 13(15), pages 1-20, August.
    11. Liana Badea & George Laurențiu Șerban-Oprescu & Silvia Dedu & Grigore Ioan Piroșcă, 2020. "The Impact of Education for Sustainable Development on Romanian Economics and Business Students’ Behavior," Sustainability, MDPI, vol. 12(19), pages 1-17, October.

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