Evaluation of a tertiary sustainability experiential learning program

Abstract

Purpose This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability. Design/methodology/approach In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted. Findings The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED. Research limitations/implications Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. “Opt-out” is one response to this but it comes with ethical challenges. Originality/value This exploratory study demonstrates the potential of SLED to build students’ sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.

Evaluation Method of Wushu Teaching Quality Based on Fuzzy Clustering

“…en, the evaluation index system of teaching quality is established by referring to relevant literature and research and adopting AHP [28][29][30]. e evaluation index system of Wushu teaching quality is established through AHP, but these indexes have multiple collinearity and serious information redundancy.…”

Construction of Moral Education Evaluation Model Based on Quality Cultivation of College Students

“…Based on experience, use 1 to 9 as the corresponding judgment matrix scale [24]. e judgment matrix scale is as follows: when the scale is 1, it means i and j are equally important; when the scale is 3, it means that i is slightly more important than j; when the scale is 5, it means that i is significantly more important than B; when the scale is 7, it means that i is very important than j; when the scale is 9, it means that A is extremely important than j; when the scale is 2, 4, 6, 8, i and j are in the middle of two adjacent judgments [25][26][27].…”

A literature review on the strategies implemented by higher education institutions from 2010 to 2020 to foster pro-environmental behavior of students

“…Most universities attempted to influence student behavior by encouraging them to participate in “top-down” activities such as internships programs (Hayles, 2019), cooking workshops (McDonough et al , 2014), mandatory sustainable activities (Felgendreher and Löfgren, 2018) and daily or long-term challenges (Bloodhart et al , 2013; Lambert and Cushing, 2017). However, the authors observed that the involvement of students was evident although it was not closely associated with the “bottom-up” approach as discussed by Mazon et al (2020). The outcomes (e.g.…”

“…Chen et al (2020) observed similar results in their study wherein they discussed how foreign exchange programs and involvement in various activities positively influenced the professional identity and career choice intentions of students. Finally, Browne et al (2020) demonstrated that student participation in local or regional projects positively influenced their PEB and critical thinking skills.…”