Metodologías y Recursos para EAS.
Destacamos aquí algunos ejemplos de aplicación de iniciativas de EAS junto con las bases teóricas que les dan sustento.
Destacamos además publicaciones, libros, sitios web o papers , que además de profundizar en un tópicos, sirven como estudios de caso en el ámbito de la Educación Ambiental para la Sustentabilidad.
Metodologías y Recursos.
Purpose – To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this paper is
to consider, the possibilities both of formal and informal learning and their relationship to competence development within higher education.
Design/methodology/approach. An explorative, qualitative study based on focus groups was designed using different groups from formal and informal learning settings. Findings. The development of key competencies is based both on cognitive and nonognitive dispositions and asks for multiple contexts. Through combining formal and informal learning settings within higher education – as part of a new learning culture. A variety of contexts can be given and competence development can be enhanced.
Research limitations/implications. While aspects of both formal and informal learning settings could be identiﬁed, the interdependencies between them remain elusive. Practical implications. Based on the ﬁndings, some main aspects for acquiring competencies can be pointed out that may be crucial in higher education settings. Originality/value. The paper analyses the implications fo both formal and informal learning settings of new ways of developing key competencies within higher education. Particular attention is given to interdisciplinarity and students’ self-responsibility.
Cursos reformulados extraídos de : “The Piedmont Project at Emory University”. Teaching Sustainability at Universities: Toward Curriculum Greening. 2002
Drs. Thornton and Ram have devoted themselves, with the strong support of the rest of their Chemistry Department at Emory, to reshaping the entire introductory chemistry sequence. Part of this restructuring involves incorporating environmental awareness into the traditional general chemistry curriculum. Although this connection
between chemistry and the environment may seem obvious, traditional introductory chemistry courses often sacrifice environmental (or any other) everyday context in the effort to cover vast quantities of basic science, leaving application to the students’
Supporting education about environmental sustainability: Evaluation of a progressive learning route for qualitative models. (2009)
Qualitative reasoning (QR) models can encapsulate a lot of expert, conceptual knowledge about interconnections of society, policy, and the environment common to issues concerning environmental sustainability. This paper describes a lesson plan designed to support learner exploration of QR models about sustainability, with the aim of supporting the goal of the European Union’s Sustainable Development Strategy to build an active, engaged, and educated society that is prepared to contribute to decision-making about sustainability issues. The lesson plan includes ten questions that follow a QR model’s progression from system structure through causality and dynamics to engage learners in application and evaluation of model outputs. We evaluated effectiveness of the lesson plan for supporting learning. Our ﬁrst evaluation demonstrated that university students could effectively reason from and interpret diagrams produced by the
modeling software that corresponded to content addressed in each of the ten questions in the lesson plan. Our second evaluation demonstrated that following the proposed lesson plan, students were able to abstract domain-speciﬁc understanding of key concepts from a series of three progressively more complex and realistic models. Furthermore, the proposed lesson format engages students in high levels of cognitive function when examining models and simulations. Hence, the progressive learning route provides a useful structure for designing a model-based curriculum for learning about environmental sustainability.
Seven recommendations for creating sustainability education at the university level . A guide for change agents (2006)
Purpose – This paper describes a set of recommendations that will aid universities planning to create sustainability education programs. These recommendations are not speciﬁc to curriculum or programs but are instead recommendations for academic institutions considering a shift towards “sustainability education” in the broadest sense. The purpose of this research was to consider the possible directions for the future of sustainability education at the university level.
The intention of the paper is to outline the details of a participatory workshop that uses value-focused thinking in order to engage university faculty and administration in a dialogue about sustainability education. Students, faculty and staff working towards sustainability education will be able to adapt the workshop to their own institutions.
Sustainability: What’s the Big Idea?. A Strategy for Transforming the Higher Education Curriculum. (2008)
Daniel J. Sherman
!e concept of sustainability is gaining mainstream currency in U.S. higher education. Currently the term is primarily associated with prescribed practices for individuals and campus operations. Although
this association is positive, it limits the potential of the concept to integrate broadly across the curriculum. For sustainability to realize its full transformative potential in higher education and society,
it must transcend an association with prescribed practices and even specialized areas of study. Sustainability must become a pedagogical big idea, capable of complementing and connecting avenues of
inquiry across the academic disciplines that organize and prioritize teaching and learning on campus. If sustainability is employed as a method of examining the relationship between environmental limits and the human values, decisions, and actions that shape the future, it will transform not only what we do on campus, but also how we think.
Enlaces de Interés.
Faculty participants revised existing courses, created new courses, or created course modules for their individual summer projects. The documents linked below represent their work at the stage of development during the year of their participation. In many cases, a statement of their experience precedes the syllabus.
By 2050, the population will grow from today’s 6.9 billion to 9 billion. To support this growth, preserve the natural environment and improve living standards, will require a 500% improvement in how effectively we use the resources we have.1 This will require rethinking every aspect of how we live and work.
For colleges and universities that means infusing sustainability education into the curriculum. This will provide students with an understanding of the challenges these issues present so that they are prepared with the skills and knowledge to tackle them in their careers.
Sustainability problem constellations related to sea-level rise, desertification, poverty, lack of education, pandemics, or military conflicts result from complex, dynamic cause–effect chains. Elements of the problem constellation exist at different scales (local to global) and interact with one another across those scales. Inertia and reinforcing feedbacks are likely to aggravate these problems, threatening the integrity and viability of our social–ecological systems in the long term. Public discourse largely focuses on the adverse effects of these constellations, such as catastrophes and accidents. When we focus on isolated outcomes, we avoid dealing with their root causes, namely, human factors such as motives, actions, practices, and habits.
BOSTON, MA -On November 29, 2010, representatives from twenty-three leading national organizations that work with the US higher education sector to promote Education for Sustainability (EfS), gathered together to create a “blueprint” to map out the best ways to accelerate their efforts, collaborate effectively and support each other in meeting their common goals. This “EfS Blueprint” meeting took place at the offices of the US Green Building Council in Washington, DC. Extraídos de Second Nature. org
Integrating sustainability in higher education curriculum requires powerful shifts in pedagogical thinking.