Integrating problem- and project-based learning into sustainability programs: A case study on the School of Sustainability at Arizona State University
Integrating Problem- And Project-based Learning Into Sustainability Programs: A Case Study On The School Of Sustainability At Arizona State University
Fecha
2014Autor
Wiek, Arnim
Xiong, Angela
Brundiers, Katja
van der Leeuw, Sander
Metadatos
Mostrar el registro completo del ítemResumen
Purpose – The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world.
Design/methodology/approach – This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels and examines the institutional structures in place that support these activities. Data were collected through literature and document reviews, observations, interviews, student evaluations and faculty surveys.
Findings – The review of the PPBL program at SOS illustrates a case of successfully inaugurating a PPBL program in sustainability at a major university in the USA. Yet, a key challenge for this program and similar programs around the world is how to maintain the institutional momentum and make advances after the initial takeoff. SOS is attempting to address this issue by developing greater program cohesion and coordination, synthesizing past products and learning, monitoring and evaluating
impacts, and developing PPBL training programs for faculty and graduate students.
Practical implications – The experiences and findings presented can help other programs to articulate the benefits of a PPBL initiative, anticipate implementation challenges and successfully support their own PPBL initiatives through adequate institutional structures. The review points to the fact that the major impact on both student learning and outcomes for partner organizations is achieved through a concerted effort by the organization as a whole. Successful PPBL programs require both top-down commitments from the administration and bottom-up drive from interested faculty and students. Purpose – The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world.
Design/methodology/approach – This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels and examines the institutional structures in place that support these activities. Data were collected through literature and document reviews, observations, interviews, student evaluations and faculty surveys.
Findings – The review of the PPBL program at SOS illustrates a case of successfully inaugurating a PPBL program in sustainability at a major university in the USA. Yet, a key challenge for this program and similar programs around the world is how to maintain the institutional momentum and make advances after the initial takeoff. SOS is attempting to address this issue by developing greater program cohesion and coordination, synthesizing past products and learning, monitoring and evaluating
impacts, and developing PPBL training programs for faculty and graduate students.
Practical implications – The experiences and findings presented can help other programs to articulate the benefits of a PPBL initiative, anticipate implementation challenges and successfully support their own PPBL initiatives through adequate institutional structures. The review points to the fact that the major impact on both student learning and outcomes for partner organizations is achieved through a concerted effort by the organization as a whole. Successful PPBL programs require both top-down commitments from the administration and bottom-up drive from interested faculty and students.
Colecciones
- Artículos Científicos [192]
Ítems relacionados
Mostrando ítems relacionados por Título, autor o materia.
-
Exploring the Use of Escribo Play Mobile Learning Games to Foster Early Mathematics for Low-Income First-Grade Children
Americo N. Amorim, Lieny Jeon, Yolanda Abel, Stephen Pape, Emilia X.S. Albuquerque, Monique Soares, Vanessa C. Silva, Danilo Aguiar, Jose R. Oliveira Neto, Claudia Costin, Rodrigo L. Rodrigues, Mariana León, Carla A. de Paula, Jefferson Lopes, Maxsuel S. Silva, Maria V. do Nascimento. Gabriella A. Patricio, Vinícius F. da Silva, Raiane Florentino (Science Direct - Computers & Education Journal, 2023-03-16)Mobile games can foster the early mathematics skills of children in poverty at home. This randomized controlled trial examines the efficacy of Escribo Play, an evidence-based, game-enhanced early mathematics program with ... -
Enseñando Metodología de la Investigación Científica Tecnológica y Humanística con Flipped Learning
Yassir, Nagib; López de Ramos, Aura (Sello Editorial Universidad Internacional de Ciencia y Tecnología., 2023)Nuestro propósito fundamental fue estudiar si la enseñanza de la Metodología de la Investigación Científica, Tecnológica y Humanística mediante el flipped learning, podría incidir en el aprendizaje y por ende en el logro ... -
EL PLE (PERSONAL LEARNING ENVIRONMENT) PARA EL FORTALECIMIENTO DE LA LITERACIDAD DIGITAL EN LA EDUCACIÓN NORMAL
Aguilar Calva, Jesús Guillermo (Creatividad e Innovación, 2024)Como parte del rediseño de planes y programas 2022, se integra un trayecto Formativo de Lenguas, Lenguajes y Tecnologías digitales, esta propuesta curricular considera 2 cursos en primer y segundo semestre de la Licenciatura ...