Comparing Faculty Perceptions of Sustainability Teaching at Two US Universities

Autor/inn/en	Tziganuk, Ashlee; Gliedt, Travis
Titel	Comparing Faculty Perceptions of Sustainability Teaching at Two US Universities
Quelle	In: International Journal of Sustainability in Higher Education, 18 (2017) 7, S.1191-1211 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-01-2016-0006
Schlagwörter	Sustainability; Teacher Attitudes; Teaching Methods; Comparative Analysis; College Faculty; Institutional Characteristics; Curriculum Development; Curriculum Design; Minimum Competencies; Semi Structured Interviews; Interdisciplinary Approach; Team Teaching; Barriers; Oklahoma; Arizona + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Fundamentum; Mindestwissen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teamteaching
Abstract	Purpose: This study aims to examine and compare faculty perceptions of the process of institutionalizing sustainability, developing sustainability pedagogy and activating key sustainability competencies between the University of Oklahoma (OU) and Arizona State University (ASU). Design/methodology/approach: Semi-structured interviews were conducted with 17 professors in the Department of Geography and Environmental Sustainability at OU and 10 professors in the School of Sustainability at ASU. Findings: The results highlight the complexity of teaching sustainability in an interdisciplinary manner in both programs. Professors are incorporating many of the key competencies of sustainability teaching, but in a patchwork manner that does not necessary follow the comprehensive frameworks from the literature. Practical implications: The comparative analysis leads to recommendations for teaching sustainability in higher education. Originality/value: This study contributes to theories of sustainability teaching by identifying gaps between what professors are actually doing and experiencing and a set of best practices from the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01