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In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education.
Maria Kalamas Hedden; Roneisha Worthy; Edwin Akins; Vanessa Slinger-Friedman; R. C. Paul. Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education. Sustainability 2017, 9, 1320 .
AMA StyleMaria Kalamas Hedden, Roneisha Worthy, Edwin Akins, Vanessa Slinger-Friedman, R. C. Paul. Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education. Sustainability. 2017; 9 (8):1320.
Chicago/Turabian StyleMaria Kalamas Hedden; Roneisha Worthy; Edwin Akins; Vanessa Slinger-Friedman; R. C. Paul. 2017. "Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education." Sustainability 9, no. 8: 1320.