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For some time it has been recognized amongst researchers that individual and collective change should be the goal in educating for sustainability, unfortunately education has generally been ineffective in developing pro-environmental behaviors among students. Still, many scholars and practitioners are counting on education to lead us towards sustainability but suggest that in order to do so we must transition away from current information-intensive education methods. In order to develop and test novel sustainability education techniques, this research integrates pedagogical methods with psychological knowledge to target well-established sustainable behaviors. Through integrating education, behavior change, and sustainability research, I aim to answer: How can we motivate sustainable behavioral change through education programs? More specifically: How do diverse knowledge domains (declarative, procedural, effectiveness, and social) influence sustainable behaviors, both in general as well as before and after a sustainability education program? And: What are barriers hindering education approaches to changing behaviors? In answering these questions, this research involved three distinct stages: (1) Developing a theoretical framework for educating for sustainability and transformative change; (2) Implementing a food and waste focused sustainability educational program with K-12 students and teachers while intensively assessing participants' change over the course of one year; (3) Developing and implementing an extensive survey that examines the quantitative relationships between diverse domains of knowledge and behavior among a large sample of K-12 educators. The results from the education program demonstrated that significant changes in knowledge and behaviors were achieved but social knowledge in terms of food was more resistant to change as compared to that of waste. The survey results demonstrated that K-12 educators have high levels of declarative (factual or technical) knowledge regarding anthropocentric impacts on the environment; however, declarative knowledge does not predict their participation in sustainable behaviors. Rather, procedural and social knowledge significantly influence participation in sustainable food behaviors, where as procedural, effectiveness, and social knowledge impact participation in sustainable waste behaviors. Overall, the findings from this research imply that in order to effectively educate for sustainability, we must move away from nature-centric approaches that focus on declarative knowledge and embrace different domains of knowledge (procedural, effectiveness, and social) that emphasis the social implications of change.
ContributorsRedman, Erin (Author) / Larson, Kelli (Thesis advisor) / Eakin, Hallie (Committee member) / Spielmann, Katherine (Committee member) / Arizona State University (Publisher)
Created2013
Description
As climate change becomes a greater challenge in today's society, it is critical to understand young people's perceptions of the phenomenon because they will become the next generation of decision-makers. This study examines knowledge, beliefs, and behaviors among high school students. The subjects of this study include students from high school science classes in Phoenix, Arizona, and Plainfield, Illinois. Using surveys and small group interviews to engage students in two climatically different locations, three questions were answered:
1) What do American students know and believe about climate change? How is knowledge related to beliefs?
2) What types of behaviors are students exhibiting that may affect climate change? How do beliefs relate to behavioral choices?
3) Do climate change knowledge, beliefs, and behaviors vary between geographic locations in the United States?
The results of this study begin to highlight the differences between knowledge, beliefs, and behaviors around the United States. First, results showed that students have heard of climate change but often confused aspects of the problem, and they tended to focus on causes and impacts, as opposed to solutions. Related to beliefs, students tended to believe that climate change is caused by both humans and natural trends, and would affect plant and animal species more than themselves and their families. Second, students were most likely to participate in individual behaviors such as turning off lights and electronics, and least likely to take public transportation and eat a vegetarian meal. Individual behaviors seem to be most relevant to this age group, in contrast to policy solutions. Third, students in Illinois felt they would be more likely to experience colder temperatures and more precipitation than those in Arizona, where students were more concerned about rising temperatures.
Understanding behaviors, motivations behind beliefs and choices, and barriers to actions can support pro-environmental behavior change. Educational strategies can be employed to more effectively account for the influences on a young person's belief formation and behavior choices. Providing engagement opportunities with location-specific solutions that are more feasible for youth to participate in on their own could also support efforts for behavior change.
1) What do American students know and believe about climate change? How is knowledge related to beliefs?
2) What types of behaviors are students exhibiting that may affect climate change? How do beliefs relate to behavioral choices?
3) Do climate change knowledge, beliefs, and behaviors vary between geographic locations in the United States?
The results of this study begin to highlight the differences between knowledge, beliefs, and behaviors around the United States. First, results showed that students have heard of climate change but often confused aspects of the problem, and they tended to focus on causes and impacts, as opposed to solutions. Related to beliefs, students tended to believe that climate change is caused by both humans and natural trends, and would affect plant and animal species more than themselves and their families. Second, students were most likely to participate in individual behaviors such as turning off lights and electronics, and least likely to take public transportation and eat a vegetarian meal. Individual behaviors seem to be most relevant to this age group, in contrast to policy solutions. Third, students in Illinois felt they would be more likely to experience colder temperatures and more precipitation than those in Arizona, where students were more concerned about rising temperatures.
Understanding behaviors, motivations behind beliefs and choices, and barriers to actions can support pro-environmental behavior change. Educational strategies can be employed to more effectively account for the influences on a young person's belief formation and behavior choices. Providing engagement opportunities with location-specific solutions that are more feasible for youth to participate in on their own could also support efforts for behavior change.
ContributorsKruke, Laurel (Author) / Larson, Kelli (Thesis advisor) / Klinsky, Sonja (Committee member) / White, Dave (Committee member) / Arizona State University (Publisher)
Created2015
Description
Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability. Despite recent innovations, much sustainability education today is still delivered using traditional pedagogies common across higher education. Therefore, students and facilitators should continue innovating along pedagogical themes consistent with the goals of sustainability: transformation and emancipation. Yet, more clarity is needed about pedagogical approaches that will transform and emancipate students, allowing them to become innovators that change existing structures and systems. My dissertation attempts to address this need using three approaches. First, I present a framework combining four interacting (i.e., complementary) pedagogies (transmissive, transformative, instrumental, and emancipatory) for sustainability education, helping to reify pedagogical concepts, rebel against outdated curricula, and orient facilitators/learners on their journey toward transformative and emancipatory learning. Second, I use a descriptive case study of a sustainability education course set outside of the traditional higher education context to highlight pedagogical techniques that led to transformative and emancipatory outcomes for learners partaking in the course. Third, I employ the method of autoethnography to explore my own phenomenological experience as a sustainability student and classroom facilitator, helping others to identify the disenchanting paradoxes of sustainability education and integrate the lessons they hold. All three approaches of the dissertation maintain a vision of sustainability education that incorporates contemplative practices as essential methods in a field in need of cultivating hope, resilience, and emergence.
ContributorsPapenfuss, Jason (Author) / Merritt, Eileen (Thesis advisor) / Manuel-Navarrete, David (Thesis advisor) / Eckard, Bonnie (Committee member) / Cloutier, Scott (Committee member) / Arizona State University (Publisher)
Created2019
Description
The following study will address the questions: "Why is it essential to teach elementary students about sustainability?" and "How do we teach elementary students about sustainability?" Teachers have an obligation to their students, as well as to the planet, to make their students concerned about sustainability. Many natural resources students need in the future in order to survive are running out. Without a future generation prepared with the skills to challenge issues and investigate complex problems, the Earth will remain in a jeopardized state. Teachers need to incorporate sustainability-themed literature into their classrooms and lessons in order to prepare this future generation with those skills. Teachers should inform their students about the history of the term "sustainability." During this study, it was found that the sustainability curriculum topics and the "Four Ways of Thinking" could have been included into the existing curriculum. Subsequently, sustainable and critical thinking are aligned because they both share many of the same skills. Teachers could have students investigate current and past news articles to discover the problems caused by using natural resources unsustainably. Current news articles could be given to students, so they can look at how these issues can be solved with the use of alternative resources. Many of the younger students might not have a high enough reading level to understand news articles. There have been websites created that are geared toward younger audiences, so this would allow teachers to incorporate news into their lessons. Projects and class discussions should be rooted in sustainability. Class discussions can take place every day or once a week, while projects can occur over the course of a single month. Many teachers think the curriculum is too focused on improving state test scores. Nevertheless, the curriculum should contain sustainable and critical thinking skills. The implementation of sustainability education seems to overwhelm teachers because some do not see how they can incorporate it into their classrooms. However, this study found that these particular instructors can design existing lesson topics around the content and ways of thinking in sustainability education. Another reason why there is resistance to sustainability education is because the sustainability programs would add even more to each school's budget. Schools could raise funds for sustainability education, or apply for grants from the government. The in-depth literature review within this qualitative and open-ended study looked at subjective data. Sustainability, sustainability education, elementary curriculum, classroom, and teachers were just a sample of the key terms used for article searches in Google Scholar through Arizona State University. The reduction techniques included discarding any literature that neither linked directly to the problem statement nor with the ideas relating to the research questions. Limitations within the field of sustainability and elementary education include the research among middle and high schools across the nation. Many of the ideas for future research include the analysis of the long-term effects of incorporation of sustainability education within elementary curricula.
ContributorsWenninger, Jessica Shea (Author) / Ahmad, Omaya (Thesis director) / Shelton, Catharyn (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Incorporating sustainability education in primary healthcare practice is an important step toward promoting sustainability in the US healthcare system. This health strategy is also consistent with a renewed focus of the US healthcare system, mainly prompted by the Affordable Healthcare Act of 2010, toward preventive care and patient wellness. The major challenge, however, is an effective implementation of sustainability education in the healthcare industry. This honors thesis project developed a sustainability education model, in which primary healthcare providers or the physicians educated the patients about sustainability and its connection to public health issues. The main purpose of this thesis project is to analyze the effectiveness of this sustainability education model and to evaluate its impact on the individuals and households in terms of sustainable attitudes and practices. The study was conducted with 26 parents of newborn babies at Estrella Pediatrics PC using a classic randomized control-group pretest-posttest design. The Pre- and Post-Surveys were completed to evaluate change in their knowledge and attitudes toward sustainability practices covered in the sustainability education model. In the research, the relationships between sustainability-related issues and their negative impacts on the health of human beings were established in the sustainability education pamphlet provided to the physicians, which they shared with the patients during the wellness visits. This pamphlet focused on waste management, air pollution, and locally grown food. Moreover, samples of environmentally-friendly diapers were given to the study respondents to complement this education. The study demonstrated positive trends with the intervention protocol, though the level of statistical significance was marginal. More specifically, it was observed that the respondents placed the highest significance on the education provided by the pediatricians. Interestingly, the receipt of the diaper samples by itself did not generate any significant effect. However, the education provided by the physician and the pamphlet coupled with the diaper gave very positive results. In conclusion, physician led sustainability education has significant potential in promoting sustainability in primary healthcare practice, and further inquiry should be pursued.
ContributorsQuintero Cervantes, Laura Beatriz (Author) / Shrestha, Milan (Thesis director) / Boone, Christopher (Committee member) / Thunderbird School of Global Management (Contributor) / W. P. Carey School of Business (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This dissertation explores the unique role schools play in contributing toward a sustainable future for their communities. This was undertaken by first conducting a thorough review and analysis of the literature on the current utilization of schools as agents of sustainable development, along with an evaluation of schools engaging in this model around the United States. Following this, a framework was developed to aid in the assessment of school-community engagements from the perspective of social change. Sustainability problem solving tools were synthesized for use by schools and community stakeholders, and were tested in the case study of this dissertation. This case study combined methods from the fields of sustainable development, transition management, and social change to guide two schools in their attempts to increase community sustainability through addressing a shared sustainability problem: childhood obesity. The case study facilitated the creation of a sustainable vision for the Phoenix Metropolitan Area without childhood obesity, as well as strategic actions plans for each school to utilize as they move forward on addressing this challenge.
ContributorsLawless, Tamara Hope (Author) / Golub, Aaron (Thesis advisor) / Redman, Charles (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2013
Description
Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels over the past decade, there is, as of yet, no reliable way to assess if these programs successfully convey key competencies in sustainability. This dissertation contributes to addressing this gap in three ways. First, it reviews the body of work on key competencies in sustainability. Based on broad agreement around five key competencies as well as an emerging set of three, an extended framework is outlined that can be used as unified set of learning objectives across sustainability programs. The next chapter reviews the scholarly work on assessing sustainability competencies. Based on this review, a typology of assessment tools is proposed offering guidance to both educators and researchers. Finally, drawing on experience of the four-year “Educating Future Change Agents” project, the last chapter explores the results from a diverse set of competency assessments in numerous courses. The study appraises assessment practices and results to demonstrate opportunities and challenges in the current state of assessing key competencies in sustainability. The results of this doctoral thesis are expected to make a practical and scholarly contribution to the teaching and learning in sustainability programs, in particular with regards to reliably assessing key competencies in sustainability.
ContributorsRedman, Aaron (Author) / Wiek, Arnim (Thesis advisor) / Barth, Matthias (Committee member) / Basile, George (Committee member) / Fischer, Daniel (Committee member) / Mochizuki, Yoko (Committee member) / Arizona State University (Publisher)
Created2020
Description
Over the past decade, corporate social responsibilities and sustainability has become more of a trending topic; not only amongst citizens, but within many private firms as well. Aligning operations with sustainable practices within a for-profit firm or organization has evolved into a critical focus area in order for a company to be more sustainable.
Having sustainable practices in place can be significant, but it is also important to consider employees and their perspectives, as they are the ones who implement them. The majority of the employees that work within an organization, not those that create these policies, are the ones who’s perspectives should be more strongly considered. In order to effectively implement these practices, firms can educate their employees about the initiatives or newly implemented changes to current practices. Sustainability education for employees, covering company-specific policies, improves the likelihood of participation within initiatives. Increased employee education has the potential to raise the probability that companies will see the benefits that come with enacting sustainable practices.
Having sustainable practices in place can be significant, but it is also important to consider employees and their perspectives, as they are the ones who implement them. The majority of the employees that work within an organization, not those that create these policies, are the ones who’s perspectives should be more strongly considered. In order to effectively implement these practices, firms can educate their employees about the initiatives or newly implemented changes to current practices. Sustainability education for employees, covering company-specific policies, improves the likelihood of participation within initiatives. Increased employee education has the potential to raise the probability that companies will see the benefits that come with enacting sustainable practices.
ContributorsCourrier, Leandra Denaye (Co-author) / Campbell, Hannah (Co-author) / Fischer, Daniel (Thesis director) / Molly, Cashion (Committee member) / Department of Supply Chain Management (Contributor) / Dean, W.P. Carey School of Business (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Teamwork and project management (TPM) tools are important components of sustainability science curricula designed using problem- and project-base learning (PPBL). Tools are additional materials, beyond lectures, readings, and assignments, that structure and facilitate students' learning; they can enhance student teams' ability to complete projects and achieve learning outcomes and, if instructors can find appropriate existing tools, can reduce time needed for class design and preparation. This research uses a case study approach to evaluate the effectiveness of five TPM tools in two Arizona State University (ASU) sustainability classes: an introductory (100-level) and a capstone (400-level) class. Data was collected from student evaluations and instructor observations in both classes during Spring 2013 and qualitatively analyzed to identify patterns in tool use and effectiveness. Results suggest how instructors might improve tool effectiveness in other sustainability classes. Work plans and meeting agendas were the most effective TPM tools in the 100-level class, while work plans and codes of collaboration were most effective at the 400 level. Common factors in tool effectiveness include active use and integration of tools into class activities. Suggestions for improving tool effectiveness at both levels include introducing tools earlier in the course, incorporating tools into activities, and helping students link a tool's value to sustainability problem-solving competence. Polling students on prior use and incorporating tool use into project assignments may increase 100 level tool effectiveness; and at the 400 level, improvements may be achieved by introducing tools earlier and coaching students to select, find, and develop relevant tools.
ContributorsTrippel, Dorothy (Author) / Redman, Charles L. (Thesis advisor) / Pijawka, K. David (Committee member) / Walters, Molina (Committee member) / Arizona State University (Publisher)
Created2013
Description
University-level sustainability education in Western academia attempts to focus on eliminating future harm to people and the planet. However, Western academia as an institution upholds systems of oppression and reproduces settler colonialism. This reproduction is antithetical to sustainability goals as it continues patterns of Indigenous erasure and extractive relationships to the Land that perpetuate violence towards people and the planet. Sustainability programs, however, offer several frameworks, including resilience, that facilitate critical interrogations of social-ecological systems. In this thesis, I apply the notion of resilience to the perpetuation of settler colonialism within university-level sustainability education. Specifically, I ask: How is settler colonialism resilient in university-level sustainability education? How are, or could, sustainability programs in Western academic settings address settler colonialism? Through a series of conversational interviews with faculty and leadership from Arizona State University School of Sustainability, I analyzed how university-level sustainability education is both challenging and shaped by settler colonialism. These interviews focused on faculty perspectives on the topic and related issues; the interviews were analyzed using thematic coding in NVivo software. The results of this project highlight that many faculty members are already concerned with and focused on challenging settler colonialism, but that settler colonialism remains resilient in this system due to feedback loops at the personal level and reinforcing mechanisms at the institutional level. This research analyzes these feedback loops and reinforcing mechanisms, among others, and supports the call for anti-colonial and decolonial reconstruction of curriculum, as well as a focus on relationship building, shifting of mindset, and school-wide education on topics of white supremacy, settler colonialism, and systems of oppression in general.
ContributorsBills, Haven (Author) / Klinsky, Sonja (Thesis advisor) / Goebel, Janna (Committee member) / Schoon, Michael (Committee member) / Arizona State University (Publisher)
Created2022