ENVIRONMENTAL LITERACY AND SUSTAINABILITY AS CORE REQUIREMENTS: SUCCESS STORIES AND MODELS
ENVIRONMENTAL LITERACY AND SUSTAINABILITY AS CORE REQUIREMENTS: SUCCESS STORIES AND MODELS
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环境素养和可持续发展作为核心要求：成功案例和模式
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Peter Lang
中科院分区：
文献类型：
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作者：
Debra Rowe;W. Filho;Peter Lang
在许多学院和大学，所有学位的核心通识教育要求包括深入了解环境素养。许多大学还纳入了社会责任和/或公民参与领域的学位要求。大学采用多种模式开设可持续发展课程。第一次基线全国调查收集了有关将可持续发展纳入课程、课程设计和内容、教师发展和成果的机构百分比的信息。迄今为止的数据描述了将环境素养、社会责任和可持续性纳入高等教育的模式是什么？对于许多大学来说，为学位要求增加额外的课程在政治上是困难的。一些高等教育机构通过将环境素养、社会责任和可持续发展课程材料融入现有的文科和专业课程来解决这一困境。已经开发出灵活、廉价且有趣的模型，可以在各种学科内实施或作为跨学科学习社区的一部分。研究表明，对于教师和学生来说，这些模式减少了冷漠，并灌输了成为社会积极变革推动者所需的态度和技能。研究结果支持使用这些模型的学生：更加关心社会的未来，更加相信自己能够有所作为，更加愿意参与解决社会和环境问题。本章回顾了一些成功的模式，将环境素养、社会责任和可持续性融入课程的要求和策略。这些模型和策略包括学位要求、跨课程的注入、跨部门辅修课程的发展、其他部门作为潜在课程的可持续性以及融入使命宣言。本章还包括对全国调查影响的讨论、未来研究的需求清单、对各种学科有用的重点课程项目以及为教育者或研究人员提供的其他资源。
At a number of colleges and universities, the core General Education requirements for all degrees include an in depth exposure to environmental literacy. Many colleges are also including a degree requirement in the area of social responsibility and/or civic engagement. Colleges include sustainability curricula using a variety of models. The first baseline national surveys have collected information about the percentage of institutions incorporating sustainability into curricula, course design and content, faculty development and outcomes. What does the data to date describe in terms of the models for inclusion of environmental literacy, social responsibility and sustainability in higher education? For many colleges, it is politically difficult to add additional courses for degree requirements. Some higher education institutions have solved this dilemna by integrating environmental literacy, social responsibility and sustainability course materials into existing liberal arts and specialty courses. Models have been developed that are flexible, inexpensive and fun to implement within a variety of disciplines or as part of an interdisciplinary learning community. According to research, for both teachers and students, these models reduce apathy, and instill attitudes and skills required to be positive change agents for the society. Research results support students using these models developed an: increased caring about the future of society, increased belief that they can make a difference, increased willingness to participate in solving societal and environmental problems. This chapter reviews some successful models for requirements and strategies to infuse the curricula with environmental literacy, social responsibility and sustainability. These models and strategies include degree requirements, infusion across the curricula, development of interdepartmental minors, sustainability in other sectors as the latent curricula, and integration into the mission statement. This chapter also includes a discussion of implications from the national surveys, a list of needs for future research, a highlighted course curricular project useful for a variety of disciplines, and additional resources for the educator or researcher.