Educating the Sustainability Leaders of the Future

Preface
Contents
Students’ Learning Opportunities and Innovative Teaching Strategies
Health at the Margins: Exploration of an Academic Studio Approach to Design for Physical and Mental Resilience in a Sustainable Context
1 Introduction
1.1 Background
1.2 Social Dynamics
2 Methodology
2.1 Research
2.2 Design Approach
3 Conclusion
3.1 Student Conclusions
3.2 Studio Reflections
References
Mapping Migration in the SDGs: A Pedagogical Tool of Sustainability Learning for Students of Migration
1 Introduction
2 Migration and the Sustainable Development Goals
2.1 Targets
2.2 Indicators
3 Methodology
3.1 Limitations
4 The Assignment Design
4.1 Development of the Migration and SDGs Tool
4.2 Using Digital Resources
4.3 Assignment Steps
5 Lessons Learned
6 Conclusion
References
Creating Space for Student Action and Reflection on Sustainable Development Goal 2: Zero Hunger
1 Introduction
1.1 The Need for the Course
2 Methods and Course Development
3 Results from Instructor Perspective
3.1 Challenging Problem or Question
3.2 Sustained Inquiry
3.3 Authenticity
3.4 Student Voice and Choice
3.5 Critique and Revision
3.6 Reflection
3.7 Public Product
4 Conclusions
4.1 Lessons Learned
4.2 Limitations and Future Directions
References
Roll the Dice: Using Game-Based Learning to Teach Sustainability in Higher Education
1 Introduction
2 Use of Games in Higher Education
3 Methods
4 Results and Discussion
4.1 Results
4.2 Discussion
4.3 Limitations and Recommendations for Future Research
5 Conclusion
References
Be(coming) an Ambassador of Transformative Change from the Inside Out
1 Introduction
2 Approach
3 Links Between Intra- and Interpersonal Competency
4 Theory U, Permaculture, and NVC—Cultivating Intrapersonal Competency
4.1 Theory U
4.2 Permaculture
4.3 Non-violent Communication
5 Results
5.1 CSX—Course Context and Concept Introduction
5.2 Now What?—What to Do to Become an Ambassador of Transformative Change from the Inside Out?
6 Discussion
7 Limitations
8 Conclusion
References
Active Learning to Foster Economic, Social, and Environmental Sustainability Awareness
1 Introduction
2 Active Learning and Education for Sustainable Development
3 Educational Strategy: Three Spheres to Address Sustainability
3.1 Addressing Sustainability in a Multi-Level Management Setting
3.2 Addressing Sustainability in Different Geographic Locations
4 Methodology
5 Results and Discussion
6 Conclusion
References
Academic Community Expectations on Climate Change Learning and Engagement: A Case Study at University of Passo Fundo
1 Introduction
1.1 Project Transforming Universities for a Changing Climate and Its Qualitative Case Studies
2 Methodology
2.1 Location
2.2 Methodological Steps
3 Results
3.1 Students
3.2 Professors and Managers
4 Discussion
5 Concluding Remarks
Appendix A
References
Training a New Generation of Environmental Stewards in Greece
1 Introduction
2 Environmental Education and the Fundamental Error
3 Environmental Literacy
4 The Correlation Between Environmental Education, Communication, and Interpretation from an Environmental educator’s Perspective
5 Environmental Stewards into Ecosystems
6 Training a New Generation of Environmental Stewards via Skyros Project
6.1 Summer Academy for Environmental Educators
7 Methodology
8 Findings
8.1 X-raying of the Components of the Skyros Project (Structure)
8.2 Graph Skyros Project Operations (Processes or Function)
8.3 Portraying the Academy Process Which Provide the Outcome (Benefit-Providing Service)
9 Teaching Μodules
10 Discussion
11 Limitations
12 Conclusion
References
Education for Sustainability at Distance and Online Learning Universities: Methodologies and Good Practices for Educating Sustainability Experts and Leaders of the Future
1 Overview and Systematization of Current Education for Sustainable Development (ESD) Requirements
1.1 ESD 2030: Vision, Objectives, and Priority Action Areas
1.2 Systemizing ESD Implementation and Profiles with a Morphological Box
2 Specific ESD Characteristics of Distance and Online Learning
2.1 Opportunities for Inclusion and Accessibility
2.2 Resource Conservation and Dematerialization
2.3 Need to Deal with Target Group Heterogeneity
2.4 Need to Shape Interaction Consciously
3 Examples of ESD in Distance and Online Learning at Wilhelm Büchner Hochschule
3.1 Starting Situation and Basic Principles of ESD Program Development at Willhelm Büchner Hochschule
3.2 Master Curricula for ESD
3.3 Special Teaching Formats: Blended Learning for ESD
4 Discussion, Conclusions, and Outlook
References
Responsibility Through Action Learning—Building up World Relations and Personal Capacity Through Teaching Formats
1 Introduction
2 Building Resonant World Relations and Taking Responsibility Aim and Methods of the Text
3 Examples for the Implementation of ESD in Different Teaching Formats
3.1 The Case of an Action Learning Seminar on Social Innovation
3.2 Service Learning as an Element of Education for Sustainable Development—Insight into a Project Seminar
3.3 Teacher Professionalization Through Service Learning Using the Whole School Approach
3.4 Schools in Region 10 on the Move—University Support for a Transformative School Development Process
4 Conclusion
Appendix
References
Guest Speakers: An Opportunity to Create Shared Value?
1 Introduction
2 Definition of a Guest Speaker
3 The Value of Guest Speakers
4 The Value of Guest Speakers for Students
4.1 Value for Students’ Learning and Outcomes
4.2 Value for Students’ Educational Experience
4.3 Value for Students’ Engagement
4.4 Value for Students’ Workplace Readiness
5 The Value of Guest Speakers for Educators
6 The Value of Guest Speaking for Guest Speakers
7 Challenges of Engaging Guest Speakers
8 Emerging Recognition of Opportunities to Enhance the Guest Speaker Experience
9 Methodology
10 Findings and Discussion
10.1 The Value of Guest Speakers to Students
10.2 The Value of Being a Guest Speaker
11 Summary of Findings and Future Opportunities
12 Limitations of This Study
13 Conclusion
References
Infusing Design Thinking into Teacher Preparation: Connecting Learners and Stakeholders Through Classroom-Based Discussions About Local Sustainability Concerns
1 Introduction
2 Literature Review
2.1 Place Connection
2.2 Learner Agency
2.3 Participatory Design
3 Framework
3.1 Criterion 1—Territorial Ecology
3.2 Criterion 2—Familiar Settings and Experiences
3.3 Criterion 3—Sustainable Development
3.4 Criterion 4—Collaborative Learning
3.5 Criterion 5: Exhibiting Mastery
3.6 Collecting Evidence from Learners
4 Participatory Design at School
4.1 The Atelier Exhibition Format
4.2 Reflective Writing by Learners
4.3 A Participatory Design Scenario for Secondary Learners
5 Concluding Remarks
References
“Innovation and Sustainability”—A Virtual German-American Student Exchange Project
1 Introduction
2 Cultural Intelligence
3 Inclusion of Sustainability Within the Innovation Process
4 Virtual Collaboration—Innovation and Sustainability Project
4.1 Learning Objectives
4.2 Project Design and Milestones
5 Results and Findings
5.1 General Evaluation of the Virtual Exchange Program
5.2 Cultural Intelligence and Intercultural Collaboration
5.3 Sustainability
5.4 Methods
5.5 Communication
5.6 Limitations of Work
6 Conclusions
References
Student Knowledge and Perceptions of a Green Campus
1 Introduction
2 Methods
2.1 Data Analysis
3 Results
4 Discussion
5 Conclusion
References
Using Out-Of-Class ESD Experiences to Link the Outside World with Young People’s Lives
1 Introduction
2 Literature Review
3 Methodology
3.1 Sampling
3.2 The Research Tools
3.3 Qualitative Data Analysis
4 Results
4.1 Practical Ways How to Incorporate ESD Activities in Schools
4.2 Limitations of Study
5 Conclusion
References
Moving Towards Sustainability Through Geographical Education in Malta
1 Introduction
2 Methodology
2.1 The Interview
3 Results
3.1 Implementing ESD in Geography Education at Post-Secondary Level
3.2 Geography Educators and Their Views of ESD
3.3 Integration of ESD and Its Competences in Teaching Strategies
3.4 Educators as Reflective Practitioners
4 Conclusion
References
Making Career Development Sustainable: A Senior Capstone Course Case Study
1 Introduction
2 Background
2.1 Generation Z as Change Agents
2.2 Career Development Courses in Higher Education
3 Methodology
3.1 Introductory Mindmap
3.2 Portfolio and Personal Mission Statement
3.3 Information Interview Project
3.4 Various Discussions and Reflective Activities
3.5 Data Collection and Analysis
4 Results
4.1 Developing Consciousness
4.2 Acknowledging Beliefs and Affirming Perspectives
4.3 Realizing Benefits to Self and Others
4.4 Taking Action and Embracing Influence
5 Conclusion
5.1 Limitations
5.2 Implications
References
Documentary Film and Institutional Behavioral Change: A Student-Driven Mobilization for Sustainability
1 Introduction
2 Documentary Film
3 Film in Higher Education
4 Sustainable U
4.1 Funding and Purpose
4.2 Development Process
4.3 Outcome
5 Reflection and Next Steps
6 Conclusion
References
Leadership Through Operations, Engagement and Partnerships
The Role of Higher Education Institutions in the Promotion of Collaborative Community Partnerships and Engagement: The Case of Federal Institute of Santa Catarina, Brazil
1 Introduction
2 Methodology
3 Results
4 YES Women Program
5 Island Mariculture Program
6 Discussion
7 Conclusions
References
Contextualized Sustainable Development: How Global University Systems Educate Sustainability Leaders and Impact Local Communities in Central Asia and East Africa
1 Introduction
2 Methods
3 Literature Review: Sustainability in the AKDN
4 Findings: The University of Central Asia
5 Findings: The Aga Khan University
6 Discussion & Conclusions
References
GreenBuild and Energy+: Integrative Design of Affordable Sustainable Housing in Education
1 Introduction
2 Background: Human Rights, Housing, and UN SDGs
2.1 Global Right to Shelter
2.2 Local Context for Housing
3 An Approach for Housing and Educating the Future
3.1 Intra-University Partnerships
3.2 Competition Leveraging Housing Education and Innovation
4 Integrative Design Regenerative Frameworks and Application to Penn State Design Challenge Projects
4.1 Integrative Design Regenerative Frameworks
4.2 The Integrative Design Process in Practice
5 Case Study Projects: GreenBuild and Energy+/Old Boalsburg Road
5.1 New Housing: GreenBuild Duplex
5.2 Existing Housing: The Energy + Initiative
6 Conclusion
References
College-Community Environmental Collaborations: Guidance for Successful Community-Based Projects and Research
1 Introduction
2 Methods
3 Who is Allegheny College?
4 Allegheny College-Community Projects
5 Results and Discussion
5.1 Benefits of Community-Based Partnerships
5.2 Challenges of Partnerships
5.3 Limitations and Constraints
6 Conclusions and Recommendations
6.1 Have Realistic Expectations
6.2 Plan for Uncertainty and Messiness
6.3 Be Flexible
6.4 Not All Faculty Members Are Right for Project-Based Courses
6.5 Treat Students as Equals in the Project
6.6 Treat Community Partners as Professionals
6.7 Teaching is the Ultimate Goal
6.8 Make It Fun
References
The Role of Outreach Programs at HEIs: Promoting Sustainability Training Among Future Leaders Through Design Thinking
1 Introduction
2 Outreach Activities and Education for Sustainable Development
3 Design Thinking
4 Sustainability Leadership in HEIs
5 Theoretical Model
6 Method
7 School of Citizen Innovation
7.1 Project Phases
7.2 Results and Discussion
8 Final Considerations
References
Healthful, Sustainable Design in Community-Engaged Architecture Education
1 Introduction
2 Methodology
2.1 Architecture Design and Sustainability Education
3 Results and Analysis
3.1 Design Studio, Technical System Integration, and Community Engagement
4 Conclusion
References
Academic and Non-profit Environmental Organization Collaboration: A Case Study on Forest Conservation with Allegheny College and the Foundation for Sustainable Forests
1 Introduction
2 Methods
2.1 Allegheny College and Hands-On Learning
2.2 The Forested Region
2.3 The Foundation for Sustainable Forests
2.4 AC-FSF Projects
3 Results and Discussion
3.1 Faculty Perspective
3.2 Student Perspective
3.3 Alumni Perspective
4 Conclusions and Lessons Learned
References
Sustainability in Higher Education Procurement: The Role of Employee Paper Purchasing Decisions
1 Introduction
2 Background
2.1 Sustainable Supply Chain Management
2.2 Minor Procurement
2.3 Sustainable Procurement in the Higher Education Context
2.4 Paper Purchasing in Higher Education: Policies and Trends
2.5 Research Framework
3 Methodology
3.1 Sampling Design
3.2 Administration of the Survey Instrument
3.3 Measures and Questionnaire Design
4 Data Analysis and Results
4.1 Descriptive Statistics for Calculated Measures
4.2 Testing the Measurement Model
4.3 Testing the Structural Model
5 Discussion
5.1 Theoretical Contribution
5.2 Practical Implications
5.3 Limitations and Future Research
6 Conclusions
References
Growing A Resilient Campus Forest: Opportunities, Barriers, Solutions
1 Introduction
2 Project Context: Allegheny College and the Campus Forest
3 Methods and Approach
4 Assessing Allegheny’s Forest
4.1 Forest Reports
4.2 Campus Forest Composition
4.3 Native v. Non-Native Trees
5 The Future Forest: Changing Campus Management Priorities
5.1 Regenerating the Next Forest
5.2 Tree Maintenance
5.3 Tree Selection and Placement
6 Campus Forests and Environmental Justice
6.1 Developing a Food Forest
6.2 Campus Forests as Spaces of Education, Acknowledgement, and Community Building
7 Conclusion
7.1 Processes, Plans, and Looking to Allegheny’s Future Forest
7.2 Lessons Learned
References
Impacts of Fourth Industrial Revolution on Education for Sustainable Development in Higher Education Institutions
1 Introduction
2 Literature Review
2.1 The Fourth Industrial Revolution
2.2 Education for Sustainable Development in HEIs
2.3 Education 4.0
3 Methods
4 Results Discussion
4.1 Big Data
4.2 Autonomous Robots and Artificial Intelligence
4.3 Internet of Things (IoT)
4.4 Simulation
4.5 The Cloud
4.6 Augmented Reality
4.7 Additive Manufacturing
5 Conclusions
Appendix
References
The Pennsylvania Environmental Resource Consortium: A State-Wide Collaborative Network for Sustainable Outreach, Education, and Action
1 Introduction: Theoretical and Practical Basis for Higher Education Collaborations for Sustainability
2 Methods: Positionality, PERC’s History, Programming, Foci, and Challenges
3 Results
4 Discussion
5 Conclusion
References
University Green Offices at the Intersection of Movement, Network, Market, and Hierarchy: A Case Study on the Production of Knowledge on ‘Sustainability’ as the Generation of Compromises at an Organizational Level
1 Introduction
2 Sustainability in Academia
2.1 Knowledge on Sustainability and Complexity of Knowledge Within the Academic Field
2.2 Organizing Knowledge on Sustainability
3 A Case Study of Green Offices as Compromise Devices
3.1 Empirical Approach and Methods of Analysis
3.2 Limitations of the Analysis
4 Case Description: The Green Office as an Overarching Structure and a Local Agency
4.1 Green Office Network and Movement: From Maastricht to the World
4.2 Green Office a: One Piece of a Puzzle
5 The Coordination of the Green Office at the Intersection of Movement, Network, Market, and Hierarchy
5.1 Hierarchy
5.2 Movement
5.3 Network
5.4 Market
6 Conclusion
References
Development of a Network of Peruvian and Latin American Universities Committed to Risk Management and Adaptation to Climate Change
1 Introduction
2 Conceptual Framework of the Problem to Be Tackled and Methodological Strategy
3 Research Design and Methodological Stages
4 Literature Review (Phase 1): Risk and Disaster Management in Higher Education Institutions (HEIs)
4.1 The Role of Alliances and Networks as Coordinated Effort for Risk Management
4.2 Education and the Implementation of Sustainable Development Goals
5 Accounting and Compilation: Initiation, Development/Actions of the Network (Phase 2)
5.1 Background of the Creation of the Ries GIRD and ACC
5.2 Development Process of the Implementation of the Network of Peruvian and Latin American Universities Committed to Risk Management and Adaptation to Climate Change (GIRD Ries)
6 Case Study—Universities in the Network and Discussion of Results of the Interviews (Phase 3)
6.1 Management
6.2 Teaching and Learning
6.3 Research
6.4 University Social Responsibility (USR)
7 Conclusions and Final Comments
Appendix A: Full Answers of the Universities Representatives Interviewed: Open Ended Questionnaire (Spanish)
References
Collective Leadership Toward Sustainability Innovations: An Organizational Education Professionalization Approach
1 Introduction
2 Leadership for Sustainable Development
2.1 Leadership
2.2 Sustainability
2.3 Leaders for Sustainable Development
3 Addressing the Challenges of Collective Leadership in Circular Economies
4 “Learning to Shape Sustainable Futures”: Theoretical Foundations for a Collective Leadership Curriculum Between the University and Region
4.1 Collective Leadership: Foundations of Our Innovation Learning Approach
4.2 Organizational Education for Collective Leadership: More than Service-Learning
4.3 Organizational Education Toward Collective Leadership: More than Problem-Based Learning
4.4 Organizational Education Toward Collective Leadership: More than Reflective Learning
4.5 Organizational Education Toward Collective Leadership: An Imagination-Based Approach
4.6 Organizational Education Toward Collective Leadership: An Organizational Education for Sustainable Development Approach
4.7 Organizational Education Toward Collective Leadership: A Consciousness Design Approach
4.8 Organizational Education Toward Collective Leadership: A Discourse Intervention Approach
5 Collective Leadership: Towards Crossing Epistemic Boundaries
6 Conclusion
References
Rainwater Management in a Context of Sustainable Cities: Six Possible Roles of the University in Building Water Sensitive Communities
1 Introduction
2 Water Sensitive Cities and Communities
3 The Role of Universities in the Development of Sustainable Cities
4 Methodology
5 Results
5.1 Six Key Roles of Universities in Building Water Sensitive Communities
5.2 Case Study UWB (Czechia)
6 Discussion and Implications
7 Limitations
8 Conclusions
References
Participatory Action Research in the Implementation of a Green Office: The Experience of a Brazilian University
1 Introduction
2 Approaches for Action
2.1 Climate-U Project
2.2 PAR Approach
2.3 GO Model
3 Method: Combining the PAR Methodology and the Green Office Model
3.1 Methodological Steps
4 The Processes at the Green Office UPF
4.1 Mapping the Context
4.2 Structuring the GO
4.3 Presenting the GO
4.4 Implementing Actions
5 Concluding Remarks
References
Sustainability Leaders’ Perspectives on the Potential of Innovation Labs: Toward Collective Regional Leadership
1 Theoretical Foundations of Leadership: Strategy-as-a-Practice Perspective
2 Missing Link: Organizational Education Potential for a Strategic Practice of Collective Leadership
3 The Potential of Innovation Labs for Collective Learning Toward Partnerships
3.1 Arrangement of the Organizational Education Learning Program
3.2 The Trans-epistemic Design Approach of the Three Innovation Labs
4 Strategy as Practice: Experiencing Organizational Education Innovation Labs for Collective Leadership
5 “An Enriching Experience, in Any Case”—The Case of Heinz Rüdiger
5.1 Perspective on the University: “Bringing People Together,” a Task “That Neither the Region nor the Farmers Can Fulfill”
5.2 Leadership of the University and Strategic Practice for Collective Leadership
5.3 Perspective on Students: From “a Bit Skeptical at First” to “Some People Could Take a Leaf out of Their Book”
5.4 The Leadership and Strategic Practice of Students Within Innovation Labs
5.5 Perspective on Collective Leadership “Everyone Must Be Committed to Sustainability”
5.6 The Leadership and Strategic Practice of Regional Stakeholders
5.7 The Learning Process Within the Innovation Labs as ‘Eventful Knowledge Encounters’
6 Conclusion: Experiencing New Methodological Strategies—Potential for Establishing Alternative Practices in Self-organizing for Collective Leadership
References
Towards a Greater Engagement of Students in Sustainability Efforts
1 Introduction: Sustainability and the Engagement of Students
2 Barriers to Involving University Students in Sustainable Development
3 Conclusions
References