New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
NSF Grantees Poster Session
The goal of this project is to research sustainability across contexts (environmental, economic, social, technical, and individual) in order to determine the best methodologies for teaching these contexts across academic disciplines (in our case: engineering, integrated science and technology, psychology, education, English, and communication studies). We are working to determine the most effective ways in which to assess these methodologies using behaviors as educational outcomes. This research has focused on creating cognitive dissonance by demonstrating to students the difference between their stated values and behaviors across sustainability contexts. Key studies have focused primarily on individual sustainability, but smaller catalyst studies have also focused on the self-knowledge that informs decision making and problem solving, cultivating mindfulness as an approach to sustainable living, understanding the self as a sustainable system, promoting sustainable student and reader behaviors in literature, and changes in metacognitive strategies and exam performance by attribution status (among others). The final deliverable will be the first iteration of a low-cost scalable and transferable global model for instructional integration that will allow students and faculty to engage in meaningful and intentional self-development of behaviors in specific sustainability content areas.
Nagel, R. L., & Barrella, E., & Pappas, E. C., & Pappas, J. (2016, June), A Contextual Approach to Teaching Sustainability Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26297
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