Environmental Reviews and Case Studies: In Search of Common Ground: Exploring Identity and Core Competencies for Interdisciplinary Environmental Programs
Environmental Reviews and Case Studies: In Search of Common Ground: Exploring Identity and Core Competencies for Interdisciplinary Environmental Programs
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环境审查和案例研究：寻找共同点：探索跨学科环境项目的身份和核心能力
DOI：
10.1017/s1466046609990433
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发表时间：
2010
影响因子：
--
通讯作者：
W. Focht
中科院分区：
文献类型：
--
作者：
S. Vincent;W. Focht
多年来，全国环境专业人员协会(NAEP)和其他支持者一直主张为环境教育计划制定核心能力指南。尽管有很高的兴趣，但对于可能导致他们发展的节目身份还没有达成共识。缺乏明确的身份定义威胁到了这些项目的合法性，并引发了人们对这些项目为学生进入环境职业做好准备的程度的担忧。为了解决这些担忧，环境主任和主任委员会发起了一项研究，以更多地了解现有的计划课程，并调查在核心能力领域达成共识的可能性。环境主任和主任委员会是一个由国家科学与环境委员会赞助的学术环境项目领导人小组。在这篇文章中，我们回顾了迄今为止这项研究的部分发现，并讨论了它们对核心能力标准发展的影响。尽管对课程设计有不同的看法，但我们的研究表明，课程对课程认同的共同愿景与可持续性是一致的。对雇主和雇员的调查和环境专业人员的报告的审查也表明，参与和理解可持续性进程是实践中日益重要的组成部分。综上所述，这些发现表明，可持续发展可以作为一种主导范式，为课程设计提供核心知识和技能能力建议的信息。
The National Association of Environmental Professionals (NAEP) and other constituencies have advocated the development of core competency guidelines for environmental educational programs for many years. Despite the high level of interest, no consensus has emerged on program identity that could lead to their development. The lack of a clearly defined identity has threatened program legitimacy and raised concerns about how well these programs are preparing students for entry into the environmental profession. To address these concerns, the Council of Environmental Deans and Directors, a group of academic environmental program leaders operating under the auspices of the National Council for Science and the Environment, launched a study to learn more about extant program curricula and investigate the potential for reaching consensus on core competence areas. In this article, we review selected findings from the study to date and discuss their implications for the development of core competency criteria. Despite differing perspectives on curriculum design, our research indicates that programs share a common vision of program identity congruent with sustainability. A review of employer and employee surveys and reports from environmental professionals also point toward participation in and understanding of sustainability processes as increasingly important components of practice. Taken together, these findings indicate that sustainability could serve as an overarching paradigm to inform the development of core knowledge and skill competency recommendations for curriculum design.