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Integrating sustainability within institutions of higher education can have a tremendous impact on students, faculty, and the larger community. Sustainability efforts also experience many barriers to implementation within higher education contexts. A change management perspective can help characterize these barriers and ways to overcome them. In this critical case study, we use a process model to examine the kinds of barriers Kennesaw State University (KSU) has faced regarding implementation of academic sustainability and to evaluate change drivers that can advance sustainability during a time of leadership change. The process model evaluates barriers and change drivers according to published frameworks, and provides a way for higher education institutions to identify the most difficult barriers, easily surmountable barriers, and areas where change drivers can have the most impact. At KSU, the process model identified the self-determination of middle-tier change drivers as the most important way to advance sustainable development in higher education institutions (SD in HEI) until new leadership emerges. The process model is iterative and modifiable, because the specific frameworks used in the process model may vary depending upon the needs of each HEI and stage of progression toward SD.
Edwin E. Akins Ii; Elizabeth Giddens; David Glassmeyer; Amy Gruss; Maria Kalamas Hedden; Vanessa Slinger-Friedman; Matthew Weand. Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution. Sustainability 2019, 11, 501 .
AMA StyleEdwin E. Akins Ii, Elizabeth Giddens, David Glassmeyer, Amy Gruss, Maria Kalamas Hedden, Vanessa Slinger-Friedman, Matthew Weand. Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution. Sustainability. 2019; 11 (2):501.
Chicago/Turabian StyleEdwin E. Akins Ii; Elizabeth Giddens; David Glassmeyer; Amy Gruss; Maria Kalamas Hedden; Vanessa Slinger-Friedman; Matthew Weand. 2019. "Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution." Sustainability 11, no. 2: 501.
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.
Located along the eastern boundary of the Caribbean Plate, Dominica is one of the most volcanically active countries in the Caribbean. Its volcanic nature results in a rugged mountainous landscape that is lush and fertile and creates the backdrop for a rich biodiversity of plants and animals. Dominica, with its mountain peaks, subaerial volcanoes, crater lake, coastal dike, and numerous rivers, has been shaped over millions of years by volcanic and hydrological processes, which have built up and worn down the island, respectively. Dominica’s physical geography played a role in helping the native Carib Amerindians resist European colonization, and today contributes to Dominica’s economy by supplying the landscape for the agriculture, fishing, and tourism that takes place on the island. Dominica’s economy and parts of its culture are a reflection of its landscapes and landforms. Conversely, the influence of various cultures and economic activities on Dominica is reflected in impacts on the geomorphic landscape.
Vanessa Slinger-Friedman. Dominica. World Geomorphological Landscapes 2017, 153 -171.
AMA StyleVanessa Slinger-Friedman. Dominica. World Geomorphological Landscapes. 2017; ():153-171.
Chicago/Turabian StyleVanessa Slinger-Friedman. 2017. "Dominica." World Geomorphological Landscapes , no. : 153-171.
Volcanic processes have crafted an undeniably beautiful geological landscape on the island of St. Lucia. The young island is rugged and mountainous with narrow valleys. St. Lucia’s topology reflects its volcanic origin, including the Barre de I’Isle volcanic axial range, the dramatic twin Pitons, the Qualibou Caldera, and Sulphur Springs, one of the hottest and most active geothermal fields in the Lesser Antilles. Many of these outstanding geomorphic features are why the Pitons Management Area in the southwest of St. Lucia was inscribed as a UNESCO World Heritage Site. The second largest of the Windward Islands, St. Lucia, has been home to Amerindian populations, pirates, whalers, runaway slaves, and European colonists. Today, the island’s geomorphic features continue to play an important role in providing the base for agriculture and for attracting tourists from around the world. Both of these activities, while important for the island’s economy, are susceptible to the hazards of hurricanes, floods, and landslides experienced on St. Lucia; and in turn, both these activities and the natural hazards have impacts on the island’s geological landscapes.
Vanessa Slinger-Friedman; Susanna Diller; Lauren Parkinson. St. Lucia. World Geomorphological Landscapes 2017, 191 -207.
AMA StyleVanessa Slinger-Friedman, Susanna Diller, Lauren Parkinson. St. Lucia. World Geomorphological Landscapes. 2017; ():191-207.
Chicago/Turabian StyleVanessa Slinger-Friedman; Susanna Diller; Lauren Parkinson. 2017. "St. Lucia." World Geomorphological Landscapes , no. : 191-207.
Vanessa Slinger-Friedman; Lynn M. Patterson. Using Online Journals and In-Class Note Cards for Reflective and Responsive Teaching and Learning. College Teaching 2016, 64, 38 -39.
AMA StyleVanessa Slinger-Friedman, Lynn M. Patterson. Using Online Journals and In-Class Note Cards for Reflective and Responsive Teaching and Learning. College Teaching. 2016; 64 (1):38-39.
Chicago/Turabian StyleVanessa Slinger-Friedman; Lynn M. Patterson. 2016. "Using Online Journals and In-Class Note Cards for Reflective and Responsive Teaching and Learning." College Teaching 64, no. 1: 38-39.
This paper presents the results of two independent studies that assessed the impact of writing as a learning tool in introductory-level geography courses. Student attitudes toward writing and their performance on exams were analyzed to determine the impact of writing for comprehension and application of geographical concepts. Student perceptions were mostly positive; however, there was no significant improvement in grades. As both students and instructors view writing as valuable for learning, these results underscore the need to develop alternative methods of assessment and additional studies to quantitatively determine the impact of writing on learning.
Vanessa Slinger-Friedman; Lynn M. Patterson. Writing in Geography: Student Attitudes and Assessment. Journal of Geography in Higher Education 2012, 36, 179 -195.
AMA StyleVanessa Slinger-Friedman, Lynn M. Patterson. Writing in Geography: Student Attitudes and Assessment. Journal of Geography in Higher Education. 2012; 36 (2):179-195.
Chicago/Turabian StyleVanessa Slinger-Friedman; Lynn M. Patterson. 2012. "Writing in Geography: Student Attitudes and Assessment." Journal of Geography in Higher Education 36, no. 2: 179-195.