Assessing Sustainability Knowledge for Undergraduate Students in Different Academic Programs and Settings

Autor/inn/en	Briens, Elysa C. M.; Chiu, Yiwen; Braun, David; Verma, Priya; Fiegel, Gregg; Pompeii, Brian; Singh, Kylee
Titel	Assessing Sustainability Knowledge for Undergraduate Students in Different Academic Programs and Settings
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 1, S.69-95 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-10-2021-0455
Schlagwörter	Sustainability; Knowledge Level; Undergraduate Students; Environmental Education; Instructional Effectiveness; Teaching Methods; Outcomes of Education; Curriculum Development; Scores; Honors Curriculum; Comparative Analysis; Course Selection (Students); Educational Benefits; California + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Wissensbasis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Course selection; Student; Students; Kurswahl; Bildungsertrag; Kalifornien
Abstract	Purpose: As sustainability teaching and learning rises in importance, an increasing number of higher education institutions (HEIs) are assessing the effectiveness of their approach to sustainability education. However, most assessments fall short in determining the impacts of curriculum plans on learning outcomes. Therefore, this study aims to assess the impact of curricula on undergraduate sustainability knowledge and assess opportunities for improving sustainability education in HEIs. Design/methodology/approach: A campus-wide survey deployed at California Polytechnic State University, San Luis Obispo, (Cal Poly) solicited data identifying students' sustainability knowledge score (SKS). The survey collected responses from undergraduate student groups enrolled in different curriculum plans under different academic settings. Findings: This study reveals that Cal Poly honors students enrolled in a structured sustainability curriculum have significantly higher SKS than general students (i.e. nonhonors students) enrolled in random sustainability courses. Further, taking at least three sustainability-related courses significantly distinguishes SKS for general students. The results also show that SKS does not significantly differ across colleges, suggesting that additional sustainability education can benefit all students. Originality/value: Findings of this study provide statistical evidence to justify institutional efforts to integrate sustainability into existing courses, with the minimum requirement of three sustainability-related courses to make an impact on SKS for the general student population. Such efforts could represent the first steps toward developing sustainability education at a HEI and improving sustainability learning outcomes. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01