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Sustainability 2017, 9(8), 1320; doi:10.3390/su9081320

Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education

1
Department of Marketing and Professional Sales, Kennesaw State University, Kennesaw, GA 30144, USA
2
Department of Civil and Construction Engineering, Kennesaw State University, Marietta, GA 30060, USA
3
Department of Architecture, Kennesaw State University, Marietta, GA 30060, USA
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Department of Geography and Anthropology, Kennesaw State University, Kennesaw, GA 30144, USA
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Emeritus Director of Sustainability, Department of Ecology, Evolution, and Organismal Biology, Kennesaw State University, Kennesaw, GA 30144, USA
This conference paper is an extension of an abstract submitted to and presented at the 6thWorld Sustainability Forum (WSF2017) in Cape Town, South Africa. The title of the abstract is “Towards Sustainably-minded Citizens in the Southeastern United States: A Paradigm Shift in Higher Education” co-authored by Edwin Akins,Maria Kalamas Hedden, RC Paul, Vanessa Slinger-Friedman, RoneishaWorthy, and Pegah Zamani.
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Author to whom correspondence should be addressed.
Received: 30 April 2017 / Revised: 27 June 2017 / Accepted: 15 July 2017 / Published: 28 July 2017
(This article belongs to the Special Issue 6th World Sustainability Forum - Selected Papers)
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Abstract

In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education. View Full-Text
Keywords: higher education; sustainability; constructivism; active learning; case studies; architecture; engineering; geography; marketing higher education; sustainability; constructivism; active learning; case studies; architecture; engineering; geography; marketing
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Kalamas Hedden, M.; Worthy, R.; Akins, E.; Slinger-Friedman, V.; Paul, R.C. Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education. Sustainability 2017, 9, 1320.

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