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PROMOTING SUSTAINABILITY LITERACY AT HIGHER EDUCATION INSTITUTIONS: A COMPARATIVE CASE STUDY AT TEN OF THE LARGEST U.S. UNIVERSITIES

dc.contributor.advisor Clark, Charlotte
dc.contributor.author Ribble, Brent
dc.date.accessioned 2013-04-25T20:53:56Z
dc.date.available 2013-04-25T20:53:56Z
dc.date.issued 2013-04-25
dc.identifier.uri http://hdl.handle.net/10161/6820
dc.description.abstract All college students should experience and understand sustainability, but few universities have been able to perform an assessment of their students’ sustainability literacy. This comparative case study at ten of the largest U.S. universities relies on data from AASHE STARS reports, campus sustainability websites, and interviews with sustainability staff to determine what the Universities are (not) doing to promote sustainability literacy among their students. Generally, the Universities lack sustainability learning outcomes, lack incentives for faculty to develop sustainability curricula, and have few sustainability courses. Some sustainability outreach programs are common (those related to general/integrated sustainability issues, recycling, and residence hall competitions that promote energy conservation and/or recycling) while others are uncommon (those related to water conservation, alternative transportation, and nature/wildlife). Based on these findings, I propose recommendations aimed at developing sustainability courses, creating sustainability outreach programming that incorporates uncommon themes, improving sustainability communication/marketing, and evaluating students’ conceptions and attitudes using a sustainability literacy assessment.
dc.language.iso en_US
dc.subject sustainability literacy, higher education, sustainability curriculum, co-curricular sustainability education
dc.title PROMOTING SUSTAINABILITY LITERACY AT HIGHER EDUCATION INSTITUTIONS: A COMPARATIVE CASE STUDY AT TEN OF THE LARGEST U.S. UNIVERSITIES
dc.type Master's project
dc.department Nicholas School of the Environment and Earth Sciences


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