Search results

1 – 10 of 17
Article
Publication date: 11 April 2011

Christopher M. Bacon, Dustin Mulvaney, Tamara B. Ball, E. Melanie DuPuis, Stephen R. Gliessman, Ronnie D. Lipschutz and Ali Shakouri

The purpose of this paper is to share the content and early results from an interdisciplinary sustainability curriculum that integrates theory and practice (praxis). The…

3151

Abstract

Purpose

The purpose of this paper is to share the content and early results from an interdisciplinary sustainability curriculum that integrates theory and practice (praxis). The curriculum links new topical courses concerning renewable energy, food, water, engineering and social change with specialized labs that enhance technological and social‐institutional sustainability literacy and build team‐based project collaboration skills.

Design/methodology/approach

In responses to dynamic interest emerging from university students and society, scholars from Environmental Studies, Engineering, Sociology, Education and Politics Departments united to create this curriculum. New courses and labs were designed and pre‐existing courses were “radically retrofitted” and more tightly integrated through co‐instruction and content. The co‐authors discuss the background and collaborative processes that led to the emergence of this curriculum and describe the pedagogy and results associated with the student projects.

Findings

Interdisciplinary student teams developed innovative projects with both campus and community‐based partners. However, the incentives for an integrated sustainability curriculum faced persistent obstacles including the balkanization of academic knowledge, university organizational structure, and the need for additional human and financial investments. The team is currently designing the second phase of this integration and expanding a social learning network through collaborations with five universities in the Americas and Europe.

Originality/value

This paper shows the development process, design and content of an interdisciplinary sustainability curriculum that integrates engineering with the social and ecological sciences while enlivening campus‐community relationships through student projects. Several replicable practices include the contents and integration of topical classes, the strategies to overcome the obstacles for developing interdisciplinary student teams engaged in problem‐based learning and approaches to negotiate institutional hurdles.

Details

International Journal of Sustainability in Higher Education, vol. 12 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 20 October 2007

Arnold B. Danzig, Ran Chen and Dee Ann Spencer

This chapter explores the concept and application of learner-centered leadership. The exploration of learner-centered leadership requires rethinking the purposes and actions of…

Abstract

This chapter explores the concept and application of learner-centered leadership. The exploration of learner-centered leadership requires rethinking the purposes and actions of school leaders, and its application implies new knowledge and skills for aspiring administrators and new models for professional development for those already on the job. The chapter explores foundational concepts on leadership and their application to a U.S. Department of Education funded project on administrator preparation and professional development.

Details

Teaching Leaders to Lead Teachers
Type: Book
ISBN: 978-0-7623-1461-4

Book part
Publication date: 26 August 2020

Ryan MacNeil and Britanie Wentzell

Although a great deal has been written about the challenges and opportunities for collaboration between librarians and professors in higher education, most recommendations for…

Abstract

Although a great deal has been written about the challenges and opportunities for collaboration between librarians and professors in higher education, most recommendations for faculty–library collaboration are written by librarians, published in librarian-oriented venues, and rely on second-hand accounts of professorial perceptions and experiences. Dialogue between librarians and professors is missing. In this chapter, the authors present a duoethnographic inquiry into a librarian–professor collaboration: the authors collaboratively examine their four years working together on the senior seminar course “Small Business Management” at Acadia University, Canada. In considering the evolution of their course and their collaboration, the authors reflect on six dimensions of their experiences: the way their collaboration has shaped the course learning outcomes, the value the authors have derived from collaboratively reflexive teaching, the workload tensions the authors have navigated, the challenge of “fitting in,” and the role of library champion. The authors then conclude with four insights from their professorial–librarian collaboration that might be transferable to other contexts of higher education: the importance of openness, collegiality, time for collaboration, and attention to the cultural gaps between professorship and librarianship.

Details

International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education
Type: Book
ISBN: 978-1-83909-453-8

Keywords

Book part
Publication date: 19 October 2015

D. Antonio Cantu

We have witnessed, over the past century, an evolution in the manner in which students with disabilities are educated. Indeed, the quality of education students with special needs…

Abstract

We have witnessed, over the past century, an evolution in the manner in which students with disabilities are educated. Indeed, the quality of education students with special needs receive, in many ways, may be more aptly termed a revolution – from a legal and pedagogical perspective. The tremendous strides special education has made during this period of time has resulted in the current situation in which students with special needs are placed in the least restrictive environment, which often is an inclusive classroom in which general education and special education teachers work together in a collaborative, co-teaching environment. This chapter traces the events, legislation, and court cases that provide the historical context for this situation. In addition, models and essential components of co-teaching are examined, as well as the roles and requisite skills of general education and special education co-teachers. Of critical importance, in the success of co-teaching, is the need for special education and general education teachers to approach the curriculum planning and instructional processes in a collaborative and cooperative manner in order to achieve optimum results from the resulting co-teaching partnership. Finally, the assessment of special education and general education co-teaching efficacy is discussed, specifically through the use of three assessment rubrics used to evaluate co-teaching, co-planning, and co-assessment.

Details

Interdisciplinary Connections to Special Education: Important Aspects to Consider
Type: Book
ISBN: 978-1-78441-659-1

Keywords

Content available
Book part
Publication date: 26 August 2020

Abstract

Details

International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education
Type: Book
ISBN: 978-1-83909-453-8

Article
Publication date: 28 March 2008

Mardi Mahaffy

The purpose of this paper is to explore how library reference departments and writing centers have extended their services to reach audiences beyond their respective locations…

1099

Abstract

Purpose

The purpose of this paper is to explore how library reference departments and writing centers have extended their services to reach audiences beyond their respective locations, and to analyze the experiences of one university in collaboration between the two entities. The aim is to provide insight into the advantages and disadvantages of two approaches toward collaboration: that of a reference librarian holding office hours in a writing center, and writing center consultants providing service hours within the library.

Design/methodology/approach

Reference/consultation logs and input from participating consultants and librarians are utilized to explore the usage and effectiveness of the two collaborative approaches.

Findings

Analyzing student participation in the library and writing center services indicate that, while students are not likely to seek library reference services in the writing center, they appreciate having writing consultation services available within the library at times when the writing center is not open. Observation also suggests that students use services differently at the two locations, preferring extended interactions at the writing center where hour‐long consultations are customary.

Practical implications

This work conveys first hand experiences and makes suggestions regarding scheduling, staffing, equipment, and publicity.

Originality/value

Little has been written about the feasibility and practical implications of writing center consultants working within libraries.

Details

New Library World, vol. 109 no. 3/4
Type: Research Article
ISSN: 0307-4803

Keywords

Content available
Article
Publication date: 28 March 2008

Linda Ashcroft

442

Abstract

Details

New Library World, vol. 109 no. 3/4
Type: Research Article
ISSN: 0307-4803

Open Access
Article
Publication date: 5 February 2024

Sinead Earley, Thomas Daae Stridsland, Sarah Korn and Marin Lysák

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for…

Abstract

Purpose

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

Design/methodology/approach

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Findings

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

Originality/value

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 3 June 2008

Lisa A. Dieker, Craig Berg and Bobby Jeanpierre

The expertise in the fields of science and special education are being blended in today's classrooms as a result of all students being expected to meet state standards. Having…

Abstract

The expertise in the fields of science and special education are being blended in today's classrooms as a result of all students being expected to meet state standards. Having high standards can be positive, yet for many science and special educators finding ways to blend the expertise of these two fields has not been clearly defined. This chapter provides an overview of the status of both fields, as well as providing specific ideas related to the changes that need to occur for a more blended approach to instruction. The chapter concludes with an example of a co-taught lesson using the 5E Learning Cycle as well as future directions for these two fields to work together to meet the needs of all students.

Details

Personnel Preparation
Type: Book
ISBN: 978-1-59749-274-4

Article
Publication date: 28 March 2023

David H. Eddy-Spicer

Follett's relational process theory illuminates key aspects of interdependence among organizations in the field of education that are essential to fostering capacities for…

Abstract

Purpose

Follett's relational process theory illuminates key aspects of interdependence among organizations in the field of education that are essential to fostering capacities for interorganizational resilience. The article argues for the necessity of developing mutualism in systems of education as essential preparation for times of instability and crisis, as demonstrated through recent experiences with the COVID-19 pandemic.

Design/methodology/approach

This article provides an introduction to the relational process theory of Mary Parker Follett, a foundational theorist of organizing and administration. This theoretical review uses worked examples drawn from a collaborative, continuous improvement partnership focused on educational leadership preparation and development.

Findings

The author identifies four aspects of Follett's theory that connect most directly to collaborative, continuous improvement partnerships. These include mutualism as circular response, coactive power, embrace of difference through constructive conflict and integrating experience through learning. The article discusses how these offer an integrated framework of foundational concepts for nurturing and sustaining educational systems capable of adaptive change in the face of complex challenges.

Originality/value

Follett's relational process theory offers a perspective on partnering as a dynamic and evolving constellation of interactions and activity. The implications of Follett's core ideas for education resonate beyond improvement partnerships and offer guidance at all levels of educational systems seeking to orient towards an evolutionary logic.

Details

Journal of Educational Administration, vol. 61 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

1 – 10 of 17