Subject Index
Integrating Sustainable Development into the Curriculum
ISBN: 978-1-78769-942-7, eISBN: 978-1-78769-941-0
ISSN: 2055-3641
Publication date: 18 March 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Sengupta, E., Blessinger, P. and Yamin, T.S. (Ed.) Integrating Sustainable Development into the Curriculum (Innovations in Higher Education Teaching and Learning, Vol. 18), Emerald Publishing Limited, Leeds, pp. 181-183. https://doi.org/10.1108/S2055-364120200000018033
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Subject Index
Academic programmes
, 5
Academic volunteering programmes
, 146, 150, 153, 157
Affiliated course
, 12
Anthropology
, 95, 99
Assessment
, 8, 10, 12, 20–21, 28–29, 33–34, 46, 52–53, 58–59, 63–64, 102, 109, 111, 122, 127, 130, 134–139
Attitude change
, 26, 62, 85, 118–120
Authentic activity and context
, 12, 130
Authentic learning
, 77
Bachelor level education
, 150–151
Barriers to interdisciplinary teaching
, 109
Barriers to teaching innovation
, 109, 122
Blended learning
, 45
Brownfields
, 97
Caribbean
, 9, 42–51, 53
Case based learning
, 51–53
Case Study Learning
, 37
Change
, 4, 8–9, 17–18, 26–28, 30, 35, 43, 49, 59–65, 68, 76, 82–83, 97, 100, 115–119, 122–123, 132, 135, 147, 156, 158–159
Chemistry teaching
, 120
Chicago
, 10–11, 92–96, 99–102
Class discussions
, 45, 99
Classification of Instructional Programs (CIP) code
, 98
Class-room interventions
, 130
Climate change
, 9, 42–43, 47, 49, 76, 80, 123
Clothing industry
, 11, 109–113, 116, 119–120
Cognitive load involved in sustainability decisions
, 133, 142
Collaboration
, 17–20, 22, 43–44, 93, 101, 111, 122, 127–129, 157
Collaborative learning
, 5, 8, 18, 22–23
Community development
, 97
Community of learning
, 111
Community
, 6, 11–12, 22, 27, 32, 69, 77, 80–81, 93–95, 98, 100, 111, 126–129, 143, 153, 159
Competencies
, 8, 10, 12–13, 28, 31–32, 58, 61–68, 127, 146–147, 149–151, 154, 158
Computer Aided Design (CAD)
, 131, 133–134, 142–143
Consumerism
, 122, 157
Contextualized design problems
, 12, 131
Cornerstone design course
, 12, 130
Critical
, 7–9, 19–20, 27, 34–35, 58, 63, 68, 76, 92–93, 95, 100, 121, 127–129, 146, 154–155
Cross-course teaching
, 109–110, 123
Curricula design
, 26, 33
Curricula
, 5–6, 8–9, 12, 26–27, 30–32, 35, 37, 58–61, 77, 80, 130, 146
Curriculum design
, 83
Curriculum development
, 61
Curriculum transformation
, 6, 9
Curriculum
, 3–13, 31–33, 57–68, 81, 91–104
Data
, 6, 12, 18, 52–53, 59, 64–68, 82, 98, 101–102, 112, 138, 150
DePaul University
, 10, 92, 94, 101
Developing countries
, 16, 50, 53
Development goals
, 147
Development
, 31–33, 44, 64, 96–98
Disciplinary silos
, 109
Ecological responsibility
, 108–109
Economic planning
, 9, 43, 51
Economics
, 9, 43, 50–54, 99
Education for Sustainable Development (ESD)
, 4, 12, 27, 58, 76, 146–147
Education for the environment
, 51, 80, 84
Education
, 4–7, 26, 29
Educational development
, 10, 62, 76, 87
Employment
, 11, 16, 94, 98–103, 115
Engineering graphics
, 130
Environmental Action Agenda
, 94
Environmental attitudes
, 63
Environmental decision-making
, 131–132
Environmental sustainability
, 6, 11–12, 85, 95, 100, 131
Evaluation
, 11, 29, 31, 33, 45, 61, 63, 109, 112, 115, 121, 151, 158
External Representation Design-for-Sustainability
, 138
Flipped classroom
, 45–46
Food
, 29, 31, 33, 49, 94, 148, 150
Freshman engineering
, 125–139
Gentrification
, 100
Geographic Information Systems (GIS)
, 11, 96, 101–102
Geography
, 10, 29, 31, 58, 95, 110, 122
GIS
, 11, 96, 101–102
Graduate students
, 77, 80, 83
Grand challenges
, 12, 157
Green Ribbon Commission
, 94
HE minor programs
, 150, 151
Higher education
, 5–7, 9, 12–13, 42, 44, 60, 62–63, 93–94, 126, 146–148, 151
Housing
, 95, 100–101, 134
Humanitarian design
, 133–134, 143
Imperfect
, 9
Inequality
, 92, 104, 115, 128
Information
, 6, 9, 11, 22, 33–34, 36, 110–111, 114–115, 133, 146, 155
Institutional agreements on sustainability
, 108–109
Institutional barriers
, 11–12, 122
Integrated care
, 8, 17–21
Interdisciplinary learning
, 11, 93
Interdisciplinary teaching
, 108–123
Interdisciplinary working
, 21
Internship
, 95–97, 99–100, 102, 155
Knowledge
, 4–13, 21–22, 26–27, 29–35, 42, 44–45, 47–50, 52, 55, 63–65, 80, 113, 115–116, 129, 146–147, 150, 156–158
Lake Michigan
, 94, 101
Learning strategy
, 32
Learning
, 4–7, 9–12, 19–22, 26–36, 44, 58–63, 77, 83, 86, 92, 95, 99–100, 108, 111, 122, 126–127, 129–130, 134–135, 138, 147–148, 156, 158
Level
, 7, 9–10, 26–27, 32, 34, 49–50, 61, 65–67, 80, 93, 135, 139
LinkedIn
, 98, 103
Materialistic values
, 11, 112–113, 115–116, 120, 122
Online assessment
, 46
Online learning
, 46–47
Pedagogy
, 4, 7, 21, 77, 86
Peer to peer teaching
, 121
Policies
, 10, 19, 29, 51, 94, 100
Policy
, 6, 11, 16–17, 19–20, 34, 62, 98, 159
Product design
, 61, 131–133, 137, 142
Psychological distance
, 110, 112, 118, 121
Psychology teaching
, 113, 120
Public Policy
, 21, 98
Real-world projects
, 12, 127
Reflection
, 9, 11–12, 20, 27, 29, 33, 68, 98, 100, 112, 130, 138–139, 150, 153
Resilience
, 20, 44
Risk
, 18, 101, 148–149
River restoration
, 101–102
Science, Technology, Engineering, and Math (STEM)
, 99
Segregation [racial]
, 92
Self-awareness
, 26–37
Serve-Learn-Sustain Centre
, 12, 127
Situated Cognition
, 129–130
Situated knowledge and learning
, 12
Small Island Developing States (SIDS)
, 42, 51, 54
Social development
, 43–44
Social justice
, 12, 95, 102, 127, 147
Social problems
, 45–49, 53, 116, 123
Sociology
, 9, 11, 43, 47, 53, 99, 111, 122
Sociotechnical project-based learning
, 12, 129–131, 134, 140
South Africa
, 152
Spiral curriculum
, 32
Stakeholders
, 11, 35, 46, 61, 93, 127, 134, 154
Students (graduate; international)
, 11, 77, 80–81, 83, 93
Sustainability
, 4–6, 9–10, 42–54, 126, 130, 138
Sustainability consciousness
, 108–109
Sustainability management
, 96
Sustainability teaching
, 7, 109, 120–121
Sustainable development education
, 10, 92
Sustainable development goals (SDGs)
, 8–9, 13, 18, 43–45, 47–48, 50–54, 80, 86, 147–149, 108, 146
Sustainable development
, 5–6, 8–10, 12, 15–22, 26–37, 49, 58–68, 76, 80, 86, 92–104, 127, 146–158
Sustainable education
, 5, 7, 10, 80
Sustainable urban development (SUD)
, 10, 92, 97
System-thinking skills
, 136
Teaching innovations
, 109, 122
Teaching module
, 108–123
Teaching-learning model
, 126–139
Team projects
, 12, 131, 133, 143
The True Cost
, 110–113, 116, 119–123
Transformative education
, 6
Transformative learning
, 123
Transit-oriented development
, 100–101
Transportation
, 94–95, 100, 102
Uncertainty
, 9, 146
United States
, 5, 59, 92, 99, 101
University/universities
, 4–5, 8, 10, 26, 42, 44, 58–60, 69, 76, 108–109, 126, 130, 133, 147, 151
Urban design
, 95
Urban development
, 10, 94–95, 98, 100, 103
Urban planning
, 95, 98, 102
Urban studies
, 98–99
Wasteful behavior of resources
, 131
Water resources management
, 101
Wicked food policies
, 29
Wicked problems
, 8, 17–19, 21–22
Workshop design
, 76
- Prelims
- Part I: In Practice
- Introduction to Integrating Sustainability into Curriculum
- Chapter 1: Integrating Sustainable Development into Healthcare Curriculum
- Chapter 2: Embedding Sustainable Development in the Curricula: Learning about Sustainable Development as a Means to Develop Self-Awareness
- Chapter 3: A Comparative Analysis of Approaches to Integrating Sustainability into the Curriculum at a University in a Small Island Developing State in the Caribbean
- Chapter 4: Integrating Sustainable Development into the Curriculum: A Case Study on the Developing of Sustainability Competencies in Industrial Design Students at a Bachelor Level in Mexico
- Part II: Innovative Approaches
- Chapter 5: Programs, Workshops, Resources, and Other Supports for Post-Secondary Sustainability Educators
- Chapter 6: Hortus in Urbe: Building a Sustainable Development Curriculum in Chicago
- Chapter 7: An Interdisciplinary Teaching Module on the Global Clothing Industry: Lessons from Working across Four Disciplines and Two Universities
- Chapter 8: Integrating Sustainability into a Freshman-Engineering Course through an Institute-Level Initiative: A Teaching–Learning Model with Authentic Activity and Context
- Chapter 9: Integrating Sustainable Development into the Curriculum: Enacting “Scalar Shifting” in ESD Competencies
- About the Contributors
- Name Index
- Subject Index