abstract: Education for sustainable development (ESD) is an academic goal for many courses in higher learning. ESD encompasses a specific range of learning outcomes, competencies, skills and literacies that include and exceed the acquisition of content knowledge. Methods and case studies for measuring learning outcomes in ESD is absent from the literature. This case study of an undergraduate course in urban sustainability examines the processes, curriculum, pedagogies, and methods to explore whether or not learning outcomes in education for sustainable development are being reached. Observations of the course, and the statistical analysis of student surveys from course evaluations, are explored to help identify the relationships between learning outcomes in ESD and the processes of learning and teaching in the case study. Recommendations are made for applying the lessons of the case study to other courses, and for continuing further research in this area. / Dissertation/Thesis / M.U.E.P. Urban and Environmental Planning 2012
| Identifer | oai:union.ndltd.org:asu.edu/item:15012 |
| Date | January 2012 |
| Contributors | Frederick, Chad Paul (Author), Pijawka, David (Advisor), Boone, Christopher (Committee member), Crewe, Katherine (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 162 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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