Assessing Climate Solutions and Taking Climate Leadership: How Can Universities Prepare Their Students for Challenging Times?
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| Title: | Assessing Climate Solutions and Taking Climate Leadership: How Can Universities Prepare Their Students for Challenging Times? |
|---|---|
| Language: | English |
| Authors: | Molthan-Hill, P. (ORCID |
| Source: | Teaching in Higher Education. 2022 27(7):943-952. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Climate, College Students, Conservation (Environment), Educational Assessment, Sustainability, Models, Evaluation Methods, Student Leadership, Feedback (Response) |
| DOI: | 10.1080/13562517.2022.2034782 |
| ISSN: | 1356-2517 1470-1294 |
| Abstract: | Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can play a fundamental part in prompting climate action. We draw on the very limited number of studies to date of assessment related to climate learning and on an illustrative example of teaching and assessing leadership practices for confronting climate change to make recommendations with relevance for all curricula. We reflect on assessment tools, approaches, strategies, and good practice that not only gauge the level of learning at individual and whole cohort level but also prompt meaningful learning to take place through the way they are designed, with potential impact outside the campus walls and beyond the end of formal university study. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1367451 |
| Database: | ERIC |
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| Abstract: | Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can play a fundamental part in prompting climate action. We draw on the very limited number of studies to date of assessment related to climate learning and on an illustrative example of teaching and assessing leadership practices for confronting climate change to make recommendations with relevance for all curricula. We reflect on assessment tools, approaches, strategies, and good practice that not only gauge the level of learning at individual and whole cohort level but also prompt meaningful learning to take place through the way they are designed, with potential impact outside the campus walls and beyond the end of formal university study. |
|---|---|
| ISSN: | 1356-2517 1470-1294 |
| DOI: | 10.1080/13562517.2022.2034782 |
