Sustainability in Higher Education.

Front Cover -- Sustainability in Higher Education -- Copyright -- Contents -- List of contributors -- Preface -- About the contributors -- Editor -- Authors -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 1: Putting sustainable development in practice: campus greening as a tool for institutional sustainability efforts -- 1.1 Introduction -- 1.2 Role and areas of campus greening -- 1.3 Overview and evaluation of campus greening efforts -- 1.4 Discussion -- 1.5 Lessons learned and needs to be addressed -- 1.6 Conclusions -- References -- Chapter 2: Management education for sustainability: deriving learning formats from competence requirements -- 2.1 Introduction -- 2.2 New profession requires profound management education for sustainability -- 2.2.1 Increased activities in sustainability-oriented management education -- 2.2.2 The MBA program in sustainability management at CSM in Lüneburg, Germany -- 2.3 Corporate change agents for sustainability: competence requirements to manage corporate sustainability -- 2.3.1 Defining a corporate change agent for sustainability -- 2.3.2 Competences of a change agent for sustainability-theoretical findings -- 2.3.3 Competences of a change agent for sustainability: empirical findings from an alumni study in the MBA Sustainability ... -- 2.3.4 Competence profile of a change agent for sustainability -- 2.4 Learning formats to educate change agents for sustainability -- 2.4.1 Learning formats in a blended learning concept -- 2.4.2 Linking learning formats to competence requirements -- 2.4.3 Example 1: Webinar "Business Cases for Sustainability" in the MBA Sustainability Management -- 2.4.3.1 Description of the webinar "Business Cases for Sustainability" -- 2.4.3.2 Discussion: contributions of the webinar "Business Case for Sustainability" to competence development.

2.4.4 Example 2: Company workshop in the MBA Sustainability Management -- 2.4.4.1 Description of the company workshop -- 2.4.4.2 Discussion: contributions of the company workshop to competence development -- 2.5 Conclusion -- References -- Chapter 3: U.S. and international community-based sustainability projects for deep learning -- 3.1 Introduction -- 3.2 Background: high-impact educational practices, deep learning, and stakeholder outcomes -- 3.3 WPI: interactive qualifying projects -- 3.3.1 The interactive qualifying project -- 3.4 Interactive community-based projects and deep learning -- 3.4.1 High-impact educational practices -- 3.4.2 Deep learning dimensions -- 3.4.3 Deep learning outcomes -- 3.5 Common challenges -- 3.5.1 Students -- 3.5.2 Worcester Polytechnic Institute -- 3.5.3 Communities -- 3.6 Lessons learned -- 3.6.1 Student impact -- 3.6.2 Research -- 3.7 Summary and conclusion -- References -- Chapter 4: Inculcating sustainability among first-year engineering students using cooperative problem-based learning -- 4.1 Introduction -- 4.2 The cooperative problem-based learning model -- 4.2.1 Phase 1: Problem restatement and identification -- 4.2.2 Phase 2: Peer teaching, synthesis, and solution formulation -- 4.2.3 Phase 3: Generalization, closure, and internalization -- 4.3 Learning environment design in the introduction to engineering course -- 4.3.1 Overview of implementation -- 4.3.2 Team formation -- 4.3.3 Problem crafting -- 4.3.3.1 Stage 1 -- 4.3.3.2 Stage 2 -- 4.3.3.3 Stage 3 -- 4.3.4 Assessment -- 4.3.4.1 Problem identification and problem restatement -- 4.3.4.2 Peer teaching notes -- 4.3.4.3 Written report -- 4.3.4.4 Oral presentation -- 4.3.4.5 Learning and reflection journal -- 4.3.4.6 e-Learning -- 4.4 Example problem the introduction to engineering course -- 4.5 Study on the impact of the learning environment.

4.5.1 Instrument -- 4.5.2 Result and analysis -- 4.5.2.1 Differences between students' perception of knowledge before and after CPBL -- 4.5.2.2 Differences between students' perception on sustainable behavior before and after CPBL -- 4.5.3 Discussion -- 4.6 Conclusion -- References -- Chapter 5: Sustainability in engineering education: an approach to reach significant learning and character skills -- 5.1 Introduction -- 5.2 Sustainability in higher engineering education -- 5.3 A qualitative, longitudinal research of students' sustainable behavior in a Mexican HEI -- 5.3.1 Background -- 5.3.2 Institutional setting -- 5.3.3 Method -- 5.3.3.1 Mapping the cultural landscape -- 5.3.3.2 Perception of sustainability -- 5.3.3.3 Teaching ethics, sustainability, and character curriculum -- 5.3.3.4 Outdoor education: building identity and sustainability -- 5.3.3.5 Statistical analysis -- 5.4 Results and discussion -- 5.5 Concluding remarks -- Acknowledgments -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.