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dc.contributor.authorRose, Geoffrey
dc.contributor.authorRyan, Kris
dc.contributor.authorDesha, Cheryl
dc.date.accessioned2018-12-12T01:32:01Z
dc.date.available2018-12-12T01:32:01Z
dc.date.issued2015
dc.identifier.issn0959-6526
dc.identifier.doi10.1016/j.jclepro.2015.02.066
dc.identifier.urihttp://hdl.handle.net/10072/254954
dc.description.abstractWhile there is clear recognition of the need to incorporate sustainable development into university curricula, there is limited research that examines how to achieve that integration or evaluates its impacts on student learning. This paper responds to these knowledge gaps through a case study of curriculum renewal that involved embedding sustainability into a first year engineering curriculum. The initiative was guided by a deliberative and dynamic model for curriculum renewal that brought together internal and external stakeholders through a structured sequence of facilitated workshops and meetings. That process identified sustainability-related knowledge and skills relevant for first year engineering, and faculty members teaching in the first year program were guided through a process of curriculum renewal to meet those needs. The process through which the whole of curriculum renewal was undertaken is innovative and provides a case study of precedent in the field of education for sustainability. The study demonstrates the contribution that can be made by a web-based sustainability portal in supporting curriculum renewal. Learning and teaching outcomes were evaluated through ‘before and after surveys’ of the first year engineering students. Statistically significant increases in student's self-reported knowledge of sustainability were measured as a result of exposure to the renewed first year curriculum and this confirmed the value of the initiative in terms of enhancing student learning. While applied in this case to engineering, the process to achieve integration of sustainability into the curriculum approach is likely to have value for other academic disciplines. Considering student performance on assignments and exam questions relating to sustainability would provide a stronger basis for future research to understand the impact of initiatives like this on student learning.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherElsevier
dc.relation.ispartofpagefrom229
dc.relation.ispartofpageto238
dc.relation.ispartofjournalJournal of Cleaner Production
dc.relation.ispartofvolume106
dc.subject.fieldofresearchEnvironmental Engineering not elsewhere classified
dc.subject.fieldofresearchEnvironmental Engineering
dc.subject.fieldofresearchManufacturing Engineering
dc.subject.fieldofresearchInterdisciplinary Engineering
dc.subject.fieldofresearchcode090799
dc.subject.fieldofresearchcode0907
dc.subject.fieldofresearchcode0910
dc.subject.fieldofresearchcode0915
dc.titleImplementing a holistic process for embedding sustainability: A case study in first year engineering, Monash University, Australia
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.versionPost-print
gro.rights.copyright© 2015 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorDesha, Cheryl J.


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