Göran Finnveden, Eva Friman, Anna Mogren, Henrietta Palmer, Per Sund, Göran Carstedt, Sofia Lundberg, Barbro Robertsson, Håkan Rodhe and Linn Svärd
Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government…
Abstract
Purpose
Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation.
Design/methodology/approach
All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes.
Findings
Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement.
Originality/value
This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.
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THE following list of errata, adjustments and revisions of the actual classification itself, represents all that it has been deemed necessary to note in the way of such…
Abstract
THE following list of errata, adjustments and revisions of the actual classification itself, represents all that it has been deemed necessary to note in the way of such alterations, and the changes have been suggested by the experience of users and the discoveries of various librarians. Those who use the scheme should have the changes noted in an interleaved copy of the book, and others may find it desirable to do likewise, pending the appearance of a revised issue which will be published in the near future. Most of the changes are self‐explanatory, and their meaning can be ascertained at once by reference to the S.C. itself. Suggestions and notes of errors will be very gratefully received, as it is only by the vigilance and practical working of many minds that a classification scheme can ever arrive at even reasonable accuracy and completeness.
Historically Black Colleges and Universities (HBCUs) have a long history of diversity, equity, and inclusion. As we move through the twenty-first century, the color lines of…
Abstract
Historically Black Colleges and Universities (HBCUs) have a long history of diversity, equity, and inclusion. As we move through the twenty-first century, the color lines of persons working at and attending them is changing, creating a caramelizing of HBCUs. Therefore, this chapter identifies the challenges associated with the growing number of non-Black students and faculty at HBCUs. Furthermore, it uses the notion of “othermothering” to address those issues via ethic of care, advancement of culture, and guardian of the institute. Strategies include same- and other-race mentoring, service-learning projects, safe places for racial identity development, the divine nine, homecoming and bowl game awareness, autoethnography, HBCU e-learning series, and teaching support for teaching diverse student learners.
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Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
THE exact date of the first foundation of the library is not discoverable, but it was within the first two years of the formation of the Medico‐Chirurgical Society (1805–1807), as…
Abstract
THE exact date of the first foundation of the library is not discoverable, but it was within the first two years of the formation of the Medico‐Chirurgical Society (1805–1807), as a Library Committee was appointed as early as March, 1807.
The question has been recently raised as to how far the operation of the Sale of Food and Drugs Acts of 1875, 1879, and 1899, and the Margarine Act, 1887, is affected by the Act…
Abstract
The question has been recently raised as to how far the operation of the Sale of Food and Drugs Acts of 1875, 1879, and 1899, and the Margarine Act, 1887, is affected by the Act 29 Charles II., cap. 7, “for the better observation of the Lord's Day, commonly called Sunday.” At first sight it would seem a palpable absurdity to suppose that a man could escape the penalties of one offence because he has committed another breach of the law at the same time, and in this respect law and common‐sense are, broadly speaking, in agreement; yet there are one or two cases in which at least some show of argument can be brought forward in favour of the opposite contention.
IT is well known that librarianship or library science and information work or information science as the common educational, professional and scientific discipline is everywhere…
Abstract
IT is well known that librarianship or library science and information work or information science as the common educational, professional and scientific discipline is everywhere undergoing great change and development. During its continual and relatively fast development, this discipline has at the same time to solve the increasing tasks connected with the problems of the so‐called information explosion.
Leyte L. Winfield, Lisa B. Hibbard, Kimberly M. Jackson and Shanina Sanders Johnson
The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US…
Abstract
The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US population. However, African Americans represented less than 5% of PhD recipients in 2010; African American women comprised less than 1% of the degrees awarded in that same year. These disappointing statistics have sparked conversations regarding the retention of underrepresented groups with a focus on what helps to ensure these individuals will transition through the science, technology, engineering, and mathematics (STEM) pipeline. This chapter provides insight into the elements of the Spelman College learning environment that empower women of African descent to become agents of their success while facilitating their movement through the STEM pipeline. The chapter focuses on interventions and resources developed in the Chemistry and Biochemistry Department to foster student-centered learning. Described herein are cocurricular strategies and course-based interventions are used synergistically to enhance student outcomes. The approach to curricular innovation is framed by theories related to community of inquiry (CoI), metacognition, agency, and self-regulated learning. Strategic institutional investments have underpinned these efforts. In addition to providing a snapshot of student outcomes, the authors discuss lessons learned along with the realities of engaging in this type of intellectual work to elucidate the feasibility of adopting similar strategies at other institutions.
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The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences…
Abstract
Purpose
The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences (STEM-H) and non-STEM-H students develop a sense of belonging and community at a Hispanic serving institution (HSI).
Design/methodology/approach
This paper used findings from a survey that collected both numeric and string data. Surveys were administered via e-mail.
Findings
There were a limited number of significant findings related to STEM-H students believing that faculty would be sensitive to their needs and that they would be part of the community. String data provide more data about positive and negative experiences related to belonging and community.
Research limitations/implications
It was a single-institution study in New Mexico. Therefore, it may not mirror other HSIs across the country. Also, there were only 84 participants. This number is relatively low compared to the 465 Black students identified at the institutions. Thus, it is clear that not all voices are heard in this study. Finally, this study used preexisting scales to measure a sense of belonging and a sense of community. Because of this, the questions were not customized to the region.
Originality/value
This study introduces STEM-H as a viable area of study. It examines Black STEM-H students enrolled at an HSI using two scales for sense of belonging and sense of community.
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THE method which is to be outlined is not a new way of approaching continuous beam problems, it was first introduced in America by Professor Hardy Cross, and appears to be little…
Abstract
THE method which is to be outlined is not a new way of approaching continuous beam problems, it was first introduced in America by Professor Hardy Cross, and appears to be little known in this country. It is felt that the method is much easier to handle than the normal approach to such problems by the Theorem of Three Moments. Engineers dealing with structural design will find it particularly useful, as a very good approximation to the bending moments at the supports can be obtained during the early stages of the work. The method will be helpful to the engineering student, in removing any doubts he may have in determining the directions of bending moments at the supports.