Katharine A. Owens and Angela Halfacre‐Hitchcock
This paper seeks to disseminate knowledge regarding the experiences of a student team in implementing a campus‐level sustainability initiative, outlining the strategy to measure…
Abstract
Purpose
This paper seeks to disseminate knowledge regarding the experiences of a student team in implementing a campus‐level sustainability initiative, outlining the strategy to measure the potential impact of this initiative.
Design/methodology/approach
Project design is a case study. Via interviewing and surveys, the study observed student and faculty attitudes, information levels and behaviors regarding sustainability both before and after project implementation. Calculated sustainability scores were calculated for both faculty and students. Data were collected with the intention of understanding first, if any changes occurred in these campus community members, and second, if changes occurred, could the changes be linked to the project.
Findings
Faculty experienced a significant increase in sustainability scores over the course of the project. Faculty interviews were used to glean a rich understanding of attitudes, information and behaviors about sustainability. A building waste audit was conducted to substantiate any self‐reported changes in recycling behavior. In contrast, students experienced either a significant decrease in sustainability scores or an insignificant decrease in sustainability scores. Large‐scale, campus‐wide behavioral changes of individuals did not take place. Some community members showcase sustainable behaviors, but for reasons not definitively linked with this project and its outreach.
Practical implications
This project serves as a stepping stone for other student teams; an opportunity to learn from our successes and mistakes, improving design of similar projects. General information about this type of project was discovered namely faculty and student participants were cooperative and outreach was not as extensive as imagined. The study also suggest future research could benefit from analyzing barriers to sustainable behaviors, addressing these in outreach for a similar project. Evaluating future projects to understand their effectiveness produces increasingly informative research.
Originality/value
This paper looks beyond the initial enthusiasm for conducting campus sustainability projects, shedding light on the ways they may effect the campus community.
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Katharine A. Owens and Sasha Legere
– The purpose of this paper is to analyze how faculty, staff and students at one American University define the term sustainability.
Abstract
Purpose
The purpose of this paper is to analyze how faculty, staff and students at one American University define the term sustainability.
Design/methodology/approach
The authors analyze student, staff and faculty definitions by comparing word frequency counts to a list of the 25 most frequently found words in over 100 definitions of sustainability. Next, the authors analyze the definitions through content analysis, producing a list of emergent themes.
Findings
The authors find that our definitions do not rate highly when compared to a list of the most frequent words from published definitions, but examining them more closely highlights nuances in understanding.
Research limitations/implications
These results can only speak to one university’s population, but may be similar to that of comparable schools. Further studies should include comparisons to a range of campus communities, including environmental leaders and laggards.
Practical implications
Administrators and educators at institutes of higher education must determine whether an ambiguous understanding of sustainability is sufficient for their own goals in producing an educated citizenry.
Social implications
When a community fails to understand sustainability, it impacts how they conceptualize environmental problems and make decisions to solve them.
Originality/value
This study shows that unless one has polled a campus population, one cannot know how its members understand a fundamental concept such as sustainability. It also shows that the work of sustainability education is just beginning.
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Katharine McGowan and Sean Geobey
When complex social-ecological systems collapse and transform, the possible outcomes of this transformation are not set in stone. This paper aims to explore the role of social…
Abstract
Purpose
When complex social-ecological systems collapse and transform, the possible outcomes of this transformation are not set in stone. This paper aims to explore the role of social imagination in determining possible futures for a reformed system. The authors use a historical study of the Luddite response to the Industrial Revolution centred in the UK in the early-19th century to explore the concepts of path dependency, agency and the distributional impacts of systems change.
Design/methodology/approach
In this historical study, the authors used the Luddites’ own words and those of their supporters, captured in archival sources (n = 43 unique Luddite statements), to develop hypotheses around the effects on political, social and judicial consequences of a significant systems transformation. The authors then scaffolded these statements using the heuristics of panarchy and basins of attraction to conceptualize this contentious moment of British history.
Findings
Rather than a strict cautionary tale, the Luddites’ story illustrates the importance of environmental fit and selection pressures as the skilled workers sought to push the English system to a different basin of attraction. It warns us about the difficulty of a just transition in contentious economic and political conditions.
Social implications
The Luddites’ story is a cautionary tale for those interested in a just transition, or bottom-up systems transformation generally as the deep basins of attraction that prefer either the status quo or alternate, elite-favouring arrangements can be challenging to shift independent of shocks. While backward looking, the authors intend these discussions to contribute to current debates on the role(s) of social innovation in social and economic policy within increasingly charged or polarized political contexts.
Originality/value
Social innovation itself is often predicated on the need for just transitions of complex adaptive systems (Westley et al., 2013), and the Luddite movement offers us the opportunity to study the distribution effects of a transformative systems change – the Industrial Revolution – and explore two fundamental questions that underpin much social innovation scholarship: how do we build a just future in the face of complexity and what are likely forms those conversations could take, based on historical examples?
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Terrie McLaughlin Galanti, Courtney Katharine Baker, Kimberly Morrow-Leong and Tammy Kraft
In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous…
Abstract
Purpose
In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented.
Design/methodology/approach
The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course.
Findings
Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms.
Originality/value
The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.
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Janne E. Gaub, Michael White, Aili Malm, Seth Watts and Katharine Leigh Brown
Unlike protests against police brutality in the past (2014 and earlier), police officers responding to First Amendment-protected demonstrations in summer 2020 likely were wearing…
Abstract
Purpose
Unlike protests against police brutality in the past (2014 and earlier), police officers responding to First Amendment-protected demonstrations in summer 2020 likely were wearing body-worn cameras(BWCs). This study seeks to understand police perceptions of the effects of BWCs when used in the George Floyd protests.
Design/methodology/approach
The authors use survey data from 100 agencies with federally-funded BWCs to assess the prevalence of BWC deployment to George Floyd protests and perceived benefits and limitations of the technology within this unique context.
Findings
About three-quarters of agencies encountered some level of demonstration/protest related to the killing of George Floyd, and the majority of those deployed BWCs during these demonstrations. Respondents indicated evidentiary value of footage was a key reason for doing so, and at least three preconditions for a civilizing effect were present.
Originality/value
Research has documented numerous benefits associated with BWCs, from reductions in use of force and citizen complaints to evidentiary value. However, the extent to which BWC benefits extend to public protests is unclear. The George Floyd protests represent an opportunity to understand the prevalence and usefulness of BWCs in policing public protests.
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Susan Markens, Elizabeth Mitchell Armstrong and Miranda R. Waggoner
Heather Toomey Zimmerman, Katharine Ellen Grills, Zachary McKinley and Soo Hyeon Kim
The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held…
Abstract
Purpose
The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.
Design/methodology/approach
Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).
Findings
Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.
Originality/value
Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.
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Pankhuri Aggarwal, Erica Szkody, Eleni Kapoulea, Katharine Daniel, Kirsten Bootes, Jennifer Boland, Jason Washburn and Amy Peterman
This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives…
Abstract
Purpose
This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence).
Design/methodology/approach
The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview.
Findings
Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received, recommendations for programs and higher learning institutions and advice for other international graduate students.
Originality/value
The recent sociopolitical climate in the US exacerbated some of the preexisting inequities for international graduate students due to their international student status and the global pandemic. Although few in number, students also spoke about some positive changes as a result of these major historical and political events. Implications for graduate education, clinical practice and policymaking are discussed.