Progress in Practice: Teaching and Learning with Case Studies

Coppola, Brian P.

doi:10.1007/s00897960050a

Cited by 8 publications

(8 citation statements)

References 17 publications

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“…Third, and most important, a case provides learning opportunities at various levels for those involved in the construction of the case as well as for those who may interact with the case (Wallace, 2001). In general, a well-crafted case anticipates scenarios that a learner might eventually face in situations that do not allow time for careful deliberation (Coppola, 1996a). Such situations are common in the field of ecologically sustainable planning and development.…”

Section: Ijshe 72mentioning

confidence: 99%

“…A greater level of responsibility, competency, and learning results when an authentic problem is shared by a team of students and the goal of the course is to solve the problem collectively (Peterson, 1997; Friedman and Deek, 2002). The rationale for instructional strategies that encourage cooperation between learners is that such strategies more closely approximate the real world than traditional didactic approaches (Coppola, 1996a, b; Cockrell et al , 2000). In real life, sustainable approaches to development often require interdisciplinary teams working together and the cross‐fertilization of knowledge.…”

Section: The Role Of Pbl In Teaching Issues Associated With Sustainabilitymentioning

confidence: 99%

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Examining the impacts of a graduate course on sustainable development using ecological footprint analysis

Ryu

Brody

2006

Int J of Sus in Higher Ed

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Purpose-The purpose of this study is to use ecological footprint analysis (EFA) in an interdisciplinary graduate level course on sustainable development to better how education can facilitate learning and transform the perceptions and behavior of class participants. Design/methodology/approach-This study uses an untreated control group research design with a pre-test and post-test to measure and explain the change in the EF of students enrolled in a graduate course on sustainable development taught at Texas A&M University in the spring of 2004. We uses the study test of means and multivariate regression analysis to make statistical conclusions about the degree to which education on sustainability affects the way students act and also to identify the major factors driving this behavioral change. Findings-Results indicate that that graduate-level education can significantly increase students' sustainable behavior as measured by their ecological footprints (EF) and that specific socioeconomic and proximity-based variables contribute to this observed phenomenon. Practical implications-This study provides insights into the effectiveness of teaching sustainable development courses at institutions of higher education by examining the change in specific EF components and identifying variables which help predict the change in EFs over the course of the semester. Originality/value-This study uses an empirically-driven, quantitative approach to understand the degree to which graduate-level coursework on the topic of sustainable development transforms the perceptions and behavior of class participants.

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Section: Ijshe 72mentioning

confidence: 99%

Section: The Role Of Pbl In Teaching Issues Associated With Sustainabilitymentioning

confidence: 99%

Examining the impacts of a graduate course on sustainable development using ecological footprint analysis

Ryu

Brody

2006

Int J of Sus in Higher Ed

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“…50,[53][54] The approach tends to be particularly effective when applied in teams of learners [55][56] and also resembles the real world more closely since sustainable development work often requires transdisciplinary teams and the cross-fertilization of knowledge. [57][58][59] PBL is often connected to social learning as it "promotes the idea that nothing is ever learned to finality, that there exists too much for any one person to learn, and that tasks need to be shared among students" (p. 161).…”

Section: -45mentioning

confidence: 99%

Pedagogical Approaches and Design Aspects To Enable Leadership for Sustainable Development

Missimer

Connell

2012

Sustainability: The Journal of Record

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“…Ethics is widely regarded as foundational to research and innovation in STEM . That education and training are regarded as vital is evidenced by the requirement for the training of all participants in the academy supported with federal funding (NIH or NSF) in the responsible conduct of research (RCR). − Consequently, much attention has been paid by educators to identify efficacious methods of teaching undergraduates, graduate students, and postgraduates about RCR. − Case studies, ,− modules, and even courses ,− have been designed and implemented to teach undergraduate and graduate student chemists ethics. No direct information is available on the degree to which chemistry faculty are aware of and are using these materials in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

Interactive Poster Survey Study of ACS Members’ Knowledge and Needs on Research Ethics

Mabrouk

Schelble

2018

J. Chem. Educ.

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An interactive poster exhibited at two poster sessions at the Fall 2016 American Chemical Society (ACS) National Meeting was used as a vehicle to learn about ACS members’ concerns and needs related to research ethics and to identify opportunities for engagement of the Society by the Committee on Ethics (ETHX) and others in terms of ethics awareness, education, and meeting programming. The poster which leveraged color-coded sticky notes engaged 92 poster session attendees representing a wide array of shareholders from academe and industry. 15% of the participants returned to the poster to learn what other conferees had posted. The study identified a number of critical gaps in knowledge that represent opportunities for ACS, educators, and others to engage members in the vital area of research ethics education and training. These include a lack of awareness of existing resources on research ethics, an interest among members for materials for student training, and concerns about ethical issues in the areas of publications, plagiarism, data-handling, teaching ethics, and ethical decision-making.

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Progress in Practice: Teaching and Learning with Case Studies

Abstract: 1 0 . 1 0 0 7 / s 0 0 8 9 7 9 6 0 0 5 0 a I n t h e C l a s s r o o m

Cited by 8 publications

References 17 publications

Examining the impacts of a graduate course on sustainable development using ecological footprint analysis

Examining the impacts of a graduate course on sustainable development using ecological footprint analysis

Pedagogical Approaches and Design Aspects To Enable Leadership for Sustainable Development

Interactive Poster Survey Study of ACS Members’ Knowledge and Needs on Research Ethics

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