Greening the University Curriculum: Appraising an International Movement

Haigh, Martin

doi:10.1080/03098260500030355

Cited by 97 publications

(68 citation statements)

References 9 publications

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“…Another study on attempts to implement sustainability into the curriculum was done by Moore (2005c), whose case study focused on the undergraduate programs at the University of British Columbia, Canada, an early signatory to the Talloires Declaration Moore's findings confirm a concern other researchers (Haigh, 2005;Herreman & Reid, 2002;Martin & Jucker, 2005) have voiced. The fact that an institution signs a sustainability declaration does not automatically mean that the necessary policy changes will be made public and will be enacted on a broad scale.…”

Section: Infusing Esd Into College Coursessupporting

confidence: 60%

“…A trend toward sustainability is clearly visible when it comes to the more tangible aspects of campus greening and ecological footprint reductions that can be measured in definite quantities such as kilowatt-hours, cubic meters, or gallons saved. Haigh (2005) praises the latest efforts to improve campus operations but cautions that these initiatives alone do not impact the quality of the formal programs of study. Indeed, despite these vital efforts, the integration of ESD across the entire curriculum, which Martin and Jucker (2005) regard as perhaps the most significant aspect of the sustainability agenda, still remains to be addressed by most institutions.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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The Role of Community College Faculty in Teaching and Learning for Sustainable Development

Rachelson¹

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DEDICATIONTo my family, thank you for your patience. The purpose of this study was to explore the attitudes, beliefs, and practices of community college professors regarding education for sustainable development (ESD).In-depth interviews with 14 professors from different disciplines were conducted. The The study found that the professors considered ESD an essential issue. The majority discussed the economic and social aspects of ESD; however, the environmental aspect was mentioned most frequently. The professors' conceptualizations of ESD were influenced by their experiences and evidenced by the metaphors they used. Although their engagement with ESD differed, the professors expressed optimism toward ESD vi related teaching and learning. They regarded ESD as compatible with their subjects, and most had already been infusing sustainability into their courses or planned to do so.Additionally, the participants' teaching practices reflected many of the characteristics of ESD. Even though the professors considered ESD challenging, they believed that they could make contributions to the college's effort. The metaphor of "Planting a Seed" was frequently used to describe this holistic approach. The study also found that many professors regarded interpersonal relationships and communication significant factors for the advancement of ESD.The participants described several challenges to integrating ESD at their college.These related to time constraints, density of curriculum, institutional size and fragmentation, dearth of administrative support and incentives, students' lack of academic preparation and sustainability awareness, students' inability to focus on ESD because of personal, social, or economic circumstances, and professors' frustration about a divisive atmosphere as a result of their engagement with sustainability. Despite these obstacles, the professors believed that ESD could be successfully woven into the community college experience.

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Section: Infusing Esd Into College Coursessupporting

confidence: 60%

Section: Statement Of the Problemmentioning

confidence: 99%

The Role of Community College Faculty in Teaching and Learning for Sustainable Development

Rachelson¹

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“…Un segundo acercamiento crítico, adicional al ya comentado del capitalismo cognitivo, se conforma a partir de, entre otras fuentes, a) la perspectiva de la 'sostenibilidad' en un sentido amplio (Bergan, 2011;Jansen, 2008) -en la que se observan matizaciones cada vez más arraigadas y, teóricamente, más compartidas, incluso en los enfoques economicistas (Velázquez et al, 1999;Davidson, 2003;Martin y Jucker, 2005;Haigh, 2005;Higgitt et al, 2005)-, b) la prolífica línea teórica del enfoque de las capacidades y los derechos humanos -ya comentada con anterioridad-, y c) la impronta de revalorización e integración de los saberes 'ajenos' a la Academia 37 . 37 En parte, postura discutida por varios de los teóricos críticos con el 'capitalismo cognitivo', cuando tal revalorización e integración se transforma en una suerte de expropiación del conocimiento socialempaquetada en patentes, propiedad intelectual, etc.-y creación artificial de dinámicas de escasez del saber válido, con fines de aprovechamiento económico particular y privativo (Montenegro y Pujol, 2013: 144;Vercellone, 2004: 72).…”

Section: «Intellectual Property Is a Growing Challenge In Higher Educunclassified

Universidad Y Desarrollo Social

González¹

2017

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“…Champions need to challenge silo mentalities, develop new processes to encourage synergies across university functions, and strive to re-align systems and goals towards the common endeavour of sustainability. The aim would be to move beyond one dimensional approaches, such as campus-greening (which is important but not enough on its own), and initiatives where 'integrating sustainability' result in the development of a single module (an 'add-on', or 'package of knowledge' response (Haigh 2005) and again insufficient), to a response which requires whole-institutional change, systemic transformation, and a radical re-thinking of the purpose of education.…”

Section: Introductionmentioning

confidence: 99%

Working Together, Driven Apart: Reflecting on a Joint Endeavour to Address Sustainable Development Within a University

Shiel

Williams

2014

Integrative Approaches to Sustainable Development at University Level

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A holistic and transformational approach to Sustainable Development within a university requires systemic change and embraces new ways of working. Champions must challenge silo mentalities, develop new processes to encourage synergies across university functions, and strive to re-align systems and goals towards the common endeavour of sustainability. But how easy is this to achieve? It is well documented that working across disciplines presents challenges but forging a synergistic relationship between the environmental management function of Estates and an academic champion for ESD is not only logical but might be an easier place to explore how two roles can work together to achieve change.This paper provides a reflective account of such an alliance, outlining a joint endeavour to address sustainable development. An analysis is provided of those factors which impede such working and the different role tensions that make working together challenging. It will also consider the benefits of collaboration, as the perspectives from the operational and academic domains provide a broader context for understandings, access to different forums, an ability to tackle conflicting agendas together and an opportunity to genuinely effect change, providing mutual support through shared perseverance. The paper will conclude by questioning the extent to which progress made will endure, if the benefits of this synergy are not acknowledged by university leadership.

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Greening the University Curriculum: Appraising an International Movement

Cited by 97 publications

References 9 publications

The Role of Community College Faculty in Teaching and Learning for Sustainable Development

The Role of Community College Faculty in Teaching and Learning for Sustainable Development

Universidad Y Desarrollo Social

Working Together, Driven Apart: Reflecting on a Joint Endeavour to Address Sustainable Development Within a University

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