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Influences of Student Sustainability...

Verhoff, Brandon L.

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Influences of Student Sustainability Literacy in a University Setting.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Influences of Student Sustainability Literacy in a University Setting./
作者:	Verhoff, Brandon L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Sustainability. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10686579
ISBN:	9780355616385

Influences of Student Sustainability Literacy in a University Setting.
Verhoff, Brandon L.

Influences of Student Sustainability Literacy in a University Setting. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 235 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Saint Louis University, 2017.

Sustainable development is significant to the future of our environment and society. Sustainability demands an integrated approach to not only combating climate change, but also reversing social injustices. To ensure future generations are armed with the right information to make the best possible decisions in their future professions, we must begin to educate our society on sound environmental, social, and financial reasoning. As education plays a crucial role in the adoption of sustainable development in society, we must ensure the next generation is sustainability literate. Sustainability literacy is the competence needed to act upon and implement change based on the set of knowledge, attitudes, values, and skills gained in order to achieve a sustainable future.

ISBN: 9780355616385Subjects--Topical Terms:

1029978
Sustainability.

Influences of Student Sustainability Literacy in a University Setting.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Dannielle Davis.
502 $a Thesis (Ph.D.)--Saint Louis University, 2017.
520 $a Sustainable development is significant to the future of our environment and society. Sustainability demands an integrated approach to not only combating climate change, but also reversing social injustices. To ensure future generations are armed with the right information to make the best possible decisions in their future professions, we must begin to educate our society on sound environmental, social, and financial reasoning. As education plays a crucial role in the adoption of sustainable development in society, we must ensure the next generation is sustainability literate. Sustainability literacy is the competence needed to act upon and implement change based on the set of knowledge, attitudes, values, and skills gained in order to achieve a sustainable future.
520 $a The purpose of this study was to investigate how educational sources influence student knowledge, skills, and experiences regarding their sustainability literacy. Based on the purpose of this study, a mixed methods explanatory approach was used to reveal the degree university students were sustainability literate, how educational sources influenced students' sustainability literacy, and why students acted on their sustainability knowledge. Data was collected from 149 student participants using a 50 multiple-choice question assessment tool, the Sulitest, and 32 student interviews.
520 $a The analysis of this data revealed a "stovepiping" of sustainability curriculum into specific disciplines, rather than educating students about sustainability throughout the curriculum. To understand how to create sustainability literate students, influences were found to be formed from three education sources: curriculum, co-curriculum, and "hidden" curriculum. As a result of these findings, a potential opportunity exists to create intentional experiences from these educational sources, which engages underexposed students.
520 $a However, for a student to become sustainability literate it is not just about the knowledge they learned, but also about the skills and experiences they gained in the process. Students appeared to have developed their sustainability literacy by being active participants. This analysis led to conceptual frameworks explaining how students were influenced and why they acted on their sustainability literacy. By investigating how educational sources influenced students, universities can apply these frameworks to create the next generation of professionals which make sustainable literate decisions.
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