A Contextual Approach to Researching and Teaching Sustainability

研究和教学可持续性的情境方法

• 批准号: 1158728
• 负责人: Eric Pappas
• 金额: $ 43.12万
• 依托单位: James Madison University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-04-01 至 2017-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1158728&HistoricalAwards=false
• 关键词: Contextual; Approach; Researching; Teaching; Sustainability

This engineering education research award to James Madison University (JMU) research proposal will study and assess ways in which sustainability instruction in five contexts can be integrated into existing material in engineering, science, social science, education, and the humanities. Specifically, the objectives of this proposal are 1) to employ a systems theory approach to integrating research and instruction in five sustainability contexts (environmental, social/cultural, economic, technical, individual) into existing material in the university curriculum; 2) to utilize a cross-disciplinary approach to sustainability that includes perspectives from other disciplines (science, social science, education, humanities) in order to give engineering students a comprehensive understanding for solving sustainability problems; and 3) to create a personalized instructional approach that focuses on individual values and behaviors. The final deliverable will be a first iteration of a low-cost global model for sustainability research, instruction, and assessment. This model will allow universities to examine their programs to determine the content and methodologies they employ to teach sustainability, and consequently, determine appropriate methods for integrating cross-disciplinary instruction based on values and behaviors into their curricula.The model will provide an inexpensive, scalable, and transferable model for integrating systems and cross-disciplinary instruction based on individual values and behaviors into an engineering course or curriculum. In the university, this project will make more visible the important research and instructional implications of sustainability in engineering, science, social science, education, and the humanities. Faculty and students involved in this effort (approximately 400 over three years) will have a greater understanding of a realistic systems approach to sustainability they will take with them into their adult lives and careers.

这项授予詹姆斯·麦迪逊大学(JMU)的工程教育研究奖将研究和评估如何将五个背景下的可持续发展教育整合到工程、科学、社会科学、教育和人文学科的现有材料中。具体地说，这项建议的目标是1)采用系统论的方法，将五个可持续发展背景(环境、社会/文化、经济、技术、个人)的研究和教学整合到大学课程的现有材料中；2)利用跨学科的可持续发展方法，包括其他学科(科学、社会科学、教育、人文)的视角，以使工程专业的学生对解决可持续发展问题有一个全面的了解；以及3)创建一种注重个人价值观和行为的个性化教学方法。最终交付成果将是可持续发展研究、指导和评估的低成本全球模型的第一次迭代。这种模式将允许大学审查他们的项目，以确定他们用来教授可持续发展的内容和方法，从而确定适当的方法，将基于价值观和行为的跨学科教学整合到他们的课程中。该模式将提供一个廉价、可扩展和可移植的模式，将基于个人价值观和行为的系统和跨学科教学整合到工程课程或课程中。在大学里，这个项目将使可持续发展在工程、科学、社会科学、教育和人文学科中的重要研究和教学意义更加明显。参与这项工作的教师和学生(在三年内大约有400人)将更好地理解他们将带到成年生活和职业生涯中的可持续发展的现实系统方法。