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- Environmental responsibility -- Study and teaching (Higher) (2)
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Articles 1 - 5 of 5
Full-Text Articles in Education
My Story, My Identity: Doctoral Students Of Color At A Research University, Audrey J. Jaeger, Karen J. Haley
My Story, My Identity: Doctoral Students Of Color At A Research University, Audrey J. Jaeger, Karen J. Haley
Educational Leadership and Policy Faculty Publications and Presentations
We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of …
Learning Sustainability Leadership: An Action Research Study Of A Graduate Leadership Course, Heather L. Burns
Learning Sustainability Leadership: An Action Research Study Of A Graduate Leadership Course, Heather L. Burns
Educational Leadership and Policy Faculty Publications and Presentations
This study used action research methodology to examine the development of sustainability leadership in a graduate leadership course. The research investigated the impact of this leadership course, which was designed using transformative learning theory with attention to integrating thematic content, multiple and non-dominant perspectives, a participatory process, and a contextual place-based approach. Grounded theory was used to explore if and how students’ understanding of sustainability leadership changed, and the pedagogical strategies that were most influential to their learning. Results revealed that students came to understand sustainability leadership as: the facilitation of a shared process, a process of emergence, and a …
Going Deep: Reflections On Teaching Deep Ecology In Costa Rica, Heather L. Burns, Jeffrey Briley
Going Deep: Reflections On Teaching Deep Ecology In Costa Rica, Heather L. Burns, Jeffrey Briley
Educational Leadership and Policy Faculty Publications and Presentations
Sustainability education aims to help learners understand their interconnectedness with all life, to become creative problem solvers and active citizens, and to engage personally and intellectually in shaping our common future. Experiential learning and critical pedagogy are central to providing opportunities for learners to engage in transformative sustainability learning. The short-term study abroad course, Theory and Practice of Sustainability in Costa Rica, provides one example of sustainability learning through the lens of deep ecology. This short term study abroad course was designed to create sustainability learning that is transformational, thematic and co-created, focuses on multiple perspectives and questions dominant paradigms, …
Meaningful Sustainability Learning: An Action Research Study Of Sustainability Pedagogy In Two University Courses, Heather Burns
Meaningful Sustainability Learning: An Action Research Study Of Sustainability Pedagogy In Two University Courses, Heather Burns
Educational Leadership and Policy Faculty Publications and Presentations
Educators are increasingly aware of the importance of sustainability and the need to educate for sustainable change within higher education. This article addresses the growing need to focus on how teaching and learning can be re-oriented towards sustainability, and more specifically how educators can effectively address increasingly well-known sociocultural and ecological problems in ways that transform learners and empower them to make change based on a sense of civic responsibility and sustainability. This research study draws on the Burns Model of Sustainability Pedagogy, which integrates ecological design, systemic and interdisciplinary learning, multiple perspectives, an active and engaged learning process, and …
"I Didn't Do It The Right Way": Women's Careers As Faculty In Higher Education Administration, Karen J. Haley
"I Didn't Do It The Right Way": Women's Careers As Faculty In Higher Education Administration, Karen J. Haley
Educational Leadership and Policy Faculty Publications and Presentations
This article explores the career paths of women faculty in Higher Education Administration graduate programs based on the results of a qualitative study of 18 faculty members at 14 different institutions. The majority of faculty members made their career choice during their undergraduate program, however, most participants in this study made their decision to follow a faculty career after entering a doctoral program or after completing their doctoral degree. Adding the post-doctoral decision point to Bowen and Schuster's (1997) process of career choice acknowledges the contribution of seasoned professionals to the field of Higher Education Administration and reflects the flexibility …