Aragon-Correa, J. Alberto, et al. “Sustainability Management Teaching Resources and the Challenge of Balancing Planet, People, and Profits.” Academy of Management Learning & Education, vol. 16, no. 3, Sept. 2017, pp. 469–483. EBSCOhost, doi:10.5465/amle.2017.0180.
This source comes from the Academy of Management, which consists of multiple authors from around the world. The content in this academic journal was from a survey of 169 management and sustainability instructors that currently teach a form of sustainability courses and the methods they use to teach their class. Knowing that there are many universities that are currently implementing sustainability courses into their business school curriculum is very useful and teaches students and businesses how to be successful and greener at the same time. Instructors of these courses are more involved with their students, using papers, cases, and videos to educate them. After reviewing the writing, the intended audience was clearly made for business students and professors. Being an academic journal, this resource is considered credible as it was made for education purposes that would be used for a specific course. The publisher of this book aims their material towards all organizations learning about management. The authors of this resource have studied at the University of Granada, University of Minnesota, the George Washington University, and Bond University. From a business perspective, this resource is very interesting and gives a little background from professors that already incorporate sustainability in their course and shows the importance of certain specific teaching resources.
Cotton, Debby R. E., and Ian Alcock. “Commitment to Environmental Sustainability in the UK Student Population.” Studies in Higher Education, vol. 38, no. 10, Jan. 2013, pp. 1457–1471. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1024324&site=eds-live.
This source comes from Studies in Higher Education, a peer reviewed academic journal. The content in this resource consists of the small amount of research involving sustainability and it being less widely understood. From doing research, there’s been a common finding between the articles, that the thought of teaching sustainability is more internationally. What’s important in this scholarly journal is that they realize the importance of sustainability in the UK and internationally. The intended audience of this resource is targeted at students in the UK, while also anyone that may want to learn about sustainability. The authors of this case are Debby R.E. Cotton and Ian Alcock, and both authors are from Pedagogic Research Institute and Observatory, University of Plymouth. I was surprised with the findings that were involved in their research and in conclusion, the authors commented that the thought of sustainability was higher of those attending a higher education.
Evans, Tina Lynn. “Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities.” Sustainability 11.19 (2019): 5526.
This source comes from Colorado Mountain College in Glenwood Springs, CO. This document is a study and overview of the different methods of teaching sustainability in higher education. Educating students in teaching sustainable methods, receiving feedback from students showing that they understand the information, and having consistent engagement, ensures that the course model is successful. The target audience of this piece is graduate students and current professors who are interested in teaching courses based on environmental sustainability who are also looking for a competent model to base the course on. This source comes from an accredited university teaching sustainable methods in their bachelor of the arts sustainability program. I would say that this is a reliable source when we look at teaching models. There is not much information on the writer of this piece on the cover. However, upon further review of the author, she holds a Ph.D. in sustainability studies and continues to educate students at Colorado Mountain College on similar topics. I was excited to find this piece, as this was written by someone passionate about sustainability. Dr. Evans has taught sustainability courses for some time, thus has an excellent grasp on the best ways to educate a student in those realms.
Hemelt, Steven W, et al. “Why Is Math Cheaper than English? Understanding Cost Differences in Higher Education.” Institute of Labor Economics , Deutsche Post Foundation, Nov. 2018, http://ftp.iza.org/dp11968.pdf.
This report explains the differences between the costs of different types of college courses. The information provided is collected by a group of economists located at the Institute of Labor Economics, as well as various universities across the United States, where they study different economic problems and solutions. By using the economic theories discussed in this paper to create an estimate for the cost of the course, we are able to give good insight into the cost incurred by the university with our proposed course. This course is targeted towards an audience interested in the economics behind university budgeting and pricing. This article was interesting and helped answer several general questions surrounding pricing strategies for college courses.
Leal Filho, W. ‘Dealing with Misconceptions on the Concept of Sustainability”, International Journal of Sustainability in Higher Education, vol. 1 no. 1, pp. 9-19. https://doi.org/10.1108/1467630010307066
This paper covers misconceptions held by universities around the world concerning sustainability. Research was conducted at 35 universities in countries across the world to determine these misunderstandings about sustainability and then generates ideas and solutions to counteract these beliefs. The audience is targeted at other universities to help increase sustainability on campuses and provided solutions. The article will provide important information for dealing with common misconceptions on the UAF campus. Knowing the problems before they arise will help us create content to provide solutions rather than avoid the problem. The author is a professor who has published in several journals across the globe including the International Journal of Sustainability in Higher Education. This article is interesting because it focuses on giving a solution to misconceptions rather than just explaining the benefits of sustainability.
Lui, Lee. “Sustainability: Living within One’s Own Ecological Means.” Molecular Diversity Preservation International , Multidisciplinary Digital Publishing Institute, 21 Dec. 2009, C:/Users/BOOKEEPER 2/Downloads/sustainability-01-01412.pdf.
Lee Lui’s article on living sustainably where one resides is an interesting and insightful paper. Lui discusses the need to teach others how to live sustainably depending on their location and economic means. The paper is focused on changing the view that sustainable living looks the same everywhere and shows how we must adapt to our surroundings. Mr. Lui is a published author for MDPI who has a focus on helping countries who lack the economic means of the United States. We can use this information to better focus the course on sustainable living in Alaska and by creating a sustainable lifestyle no matter where you live. Also, creating content based on misconceptions about sustainable living. The target audience is academics who are dedicated to helping others improve their standard of living. This was an interesting article, and I would highly recommend to others because it breaks down misconceptions about sustainable living.
“Sustainability at Stanford 2018–19 Year in Review.” Sustainability at Stanford: 2018–2019 Year in Review, Stanford University, sustainability-year-in-review.stanford.edu/2019/.
This source comes from Stanford University from their Sustainability at Stanford program. The content from this source is the 2018-19 review of their efforts to educate students and the general population about methods, plans, and important information when it comes to creating a sustainable lifestyle for the changing climate. The intended audience of this source is students and staff who research and design sustainability methods. Stanford’s reach in educating students on sustainability is evident is most departments, so the intention is to get new students and researchers to contribute to this effort. They include statistics about the amount of staff researching sustainability, schools that offer courses in sustainability, sustainability awards they have received, and much more. This resource could be considered very credible as Stanford is a world-renowned accredited university. These statistics are supported by the contributors of this sustainability program, which span the entire school, thus specific names are not given in credits. Their backgrounds range from business management to sustainable engineering. There are regards by Director of Sustainability Fahmida A. Bangert that explain the tremendous success they have had. They have to go through a thorough process to ensure that this information is correct and representative of the work they do. I was very impressed by the work they have done, the plethora of research to support it and the outreach they have to their student body.
Pomara, Lars. “GRG 306C: Conservation Syllabus, Fall 2010.” The University of Texas at Austin, 2010.
This source comes from The University of Texas at Austin. This source is a syllabus on a class about environmental management and sustaining different environments. This document includes the text used for studying the content, the outline of how the class will be taught, and what kind of assignments and projects that the students will complete. This source can give us an idea of what kind of class structure the UAF sustainability course could be based from. The intended audience is students who want to read and understand how the course will work and what they should expect during the semester. This class syllabus comes from an accredited and academically reputable university, so it is very high on the scale of credibility. The author is a professor at the university who has achieved a Ph.D. in geography and the environment and continues to work professionally as a research ecologist for the U.S. Forest Service. The author’s background is impressive, and his work could be a useful reference for planning what we should include in our course design.
Rowe, Debra. “Environmental literacy and sustainability as core requirements: success stories
and models.” Teaching sustainability at universities (2002): 79-103.
This source comes from the Oakland Community College and was written by Debra Rowe, PH.D., who was active for many years in the group University Leaders for a Sustainable Future. This source contains different model approaches to teaching sustainability in universities, a guide in how to engage students in sustainable efforts, the positive and negative outcomes of teaching sustainability, and statistics to back up information. The information in this source will allow our team to back up our reasoning for developing a learning plan for a sustainability course. This document contains different phases of teaching sustainability that can help keep students engaged, which will be critical in making a sustainability course successful. The intended audience for this source is professors, teachers, and researchers that are looking for ways to develop course centered around climate change science and sustainable methods. I would say that this source is very credible. They appropriately point out where they get their statistics and the reasoning behind their suggestions. The writer of this document holds degrees up to a doctorate in business, has spent time working on the development of curriculum for sustainability efforts, and is still doing so to this present day. I was astonished to find a document like this. It holds valuable information and led me to the Sustainable Curriculum Consortium website, where we may find more valuable information.
Sloan, Thomas, et al. “Student-Facilitators as University Tutors: An Effective Approach to
Sustainability Education.” Australian Journal of Environmental Education, vol. 29, no. 1,July2013,pp.80–96.EBSCOhost,search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016121&site=eds-live.
This source comes from the Australian Journal of Environmental Education and was released from the Cambridge University Press. This academic journal’s content consists of experience from three tutors teaching sustainability to undergraduates. The conclusion of this resource was very useful, as it finds that we should be educating students in higher education about the practices and results of sustainability. The intended audience of this case is for students and professors that would want to know why we should teach sustainability. The authors of this resource have attended the Fenner School of Environment and Society and the Australian University. Thomas Sloan is a student-facilitator at the Fenner School of Environment and Society at the Australian National University. Federico Davila is a student-facilitator as well and holds a Bachelor’s degree in Sustainability Studies and a Master’s degree in Environment Research. A new way of teaching sustainability through students was very interesting and some feedback from other students would have been great.
Trencher, Gregory, et al. “Evaluating Core Competencies Development in Sustainability and
Environmental Master’s Programs: An Empirical Analysis.” Journal of Cleaner Production, vol. 181, Apr. 2018, pp. 829–841. EBSCOhost, doi:10.1016/j.jclepro.2018.01.164.
This source comes from the Journal of Cleaner Production with many different authors that have been affiliated with Tohoku University, the National Council for Science and the Environment, University of Tokyo, Boise State University, and the University of Hokkaido. The content provided in this scholarly journal consists of the interest and understanding of university sustainability. Anyone interested in university sustainability would be the intended audience. I found this case very interesting and useful, as it covers an assessment of different types of master’s degrees in 14 programs from the top performing universities in Europe, Asia, and North America.
Waas, T.; Hugé, J.; Verbruggen, A.; Wright, T. Sustainable Development: A Bird’s Eye View.
Sustainability. Vol 3, 2011, pp. 1637-1661.
This article discusses what sustainable living is from an overlooking perspective. The information provided by the authors covers all the basic information needed for understanding the fundamentals of sustainability and how it applies to our world today. This bird’s eye perspective on sustainability will provide insight into the type of content the class will be covering and give our team better knowledge into what sustainable living is. Each of the authors are from distinguished universities located in Belgium where they teach and/or conduct research. All four of the authors have experience and knowledge in either sustainability or environmental science to back up the information provided in this essay. Overall, this paper was interesting because of the information provided by the authors but the use of specialized language made it difficult to read. Their target audience was purely a higher academic realm based on the use of jargon within the paper.
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