Tackling Problem-Solving Through the Curriculum and Community Enterprise for Environmental Restoration Project

Abstract

The aim of this study is to showcase the use of incorporating problem-solving in a multifaceted, long-term investigation. New York Harbor and its estuaries are undergoing a major revitalization due to the efforts of the Curriculum and Community Enterprise for Environmental Restoration Project. Comprised of a network of local educational and business partnerships, students who have been historically underrepresented in the S.T.E.M. field are given the opportunity to delve into environmental restoration in their local communities and strategize, analyze and evaluate environmental challenges to achieve success in problem-solving. The restoration of a sustainable environment is reliant upon innovative responses to the challenges posed. Problem-solving allows the students to use advanced thinking ability and it can also be the driving force of change. The project has resulted in a deeper understanding of local environmental restoration efforts and a stronger commitment to actionable plans for the future.

Establishment of Core Capacity and Capacity Index Based on an Outcome-Based Ideological and Political Education Major in Chinese Universities

“…"Success for All Students" is the notion on which OBE is based (Spady, 1994).Due to the mature development and enriched research of the OBE theory (Fe et al, 2017), it has become the norm of engineering education, and is widely implemented in the signatory countries of the Washington Agreement (Memon et al, 2009;Naveed Bin Rais, et al, 2021), including the United States, Canada, United Kingdom, the Philippines, Japan, Australia and South Africa (Akir et al, 2012;Xu & Kuang, 2022;Zhou, 2022). Outcome-Based certification specifications and standards have been adopted (Felder & Brent, 2003) by most celebrated institutions (Sababha et al, 2021), including the Institute of Engineering Education Taiwan (IEET) (Cruz, 2022;Duran & Mertol, 2020) and the Accreditation Board of Engineering and Technology (ABET) in response to the need of "continued improvement" (Duran & Mertol, 2020).The curriculum design of the OBE theory by Brown (1998) has been found to contribute to students' self-development and higher achievement (Cruz, 2022); therefore, the curriculum theory of reverse design can be included as a problem-solving method based on the curriculum development theory (Richards, 2013;Birney & McNamara, 2021). The OBE philosophy aims to cultivate application-orientated talents and provide important references and programmes for their professional development in order to meet the needs of economic and social progress by training talents in higher education (Gao et al, 2020).…”

“…It is also the EC2000 double-loop mode and consistent with the results of the quality assurance evaluation mode of Rogers (Besterfield-Sacre, 2000;Mak et al, 2003). The capacity index refers to the ability of students to transform the evaluation index specifically and measurably in order to evaluate the learning effect on learners after studying.The traditional curriculum design is focused on knowledge structure and content (Spady, 1994;Morcke et al, 2013;Rao, 2020) and is, hence, rarely student-centred (Asim et al, 2021;Birney & McNamara, 2021;Richards, 2013;Spady, 1994). The learning content of this kind of curriculum is expected to fall short of meeting students' actual needs.…”

Prolog Kitab Amsal Sebagai Landasan Pengembangan Kurikulum Di Perguruan Tinggi Kristen

“…Birney dan McNamara berkata bahwa problem solving memerlukan pemikiran yang sistematis serta kemampuan memanfaatkan pengetahuan yang ada dan menggunakannya kembali dengan cara yang unik untuk mencapai hasil yang diinginkan, mengatasi masalah baru, atau merancang solusi unik terhadap tantangan universal yang ditemukan di masyarakat. 49 Guna mewujudkan hal ini, pengajar bisa menerapakan Problem Based Learning (PBL) untuk melatih peserta didik menganalisis dan mencari solusi untuk sebuah masalah. PBL adalah pendekatan pedagogi yang memungkinkan peserta didik untuk belajar dan diberi kesempatan untuk memecahkan masalah dalam suasana kolaboratif, menciptakan model mental untuk belajar, dan membentuk kebiasaan belajar mandiri melalui latihan dan refleksi, sehingga PBL dipandang sebagai aktivitas konstruktif, mandiri, kolaboratif, dan kontekstual.…”