Title: Integrating Programmatic Expertise from across the US and Canada to Model and Guide Leadership Training for Graduate Students in Sustainability
It is critical that future sustainability leaders possess the skills and aptitudes needed to tackle increasingly ‘wicked’ challenges. While much has been done to identify this need, inadequate Leadership Training for graduate students in Sustainability (LTS) continues to plague even the most highly-resourced institutions. Collectively, the authors of this paper represent the small yet growing number of LTS programs across the United States and Canada working to close this training gap. In this paper, we describe the integrative approach we took to synthesize our collective knowledge of LTS with our diverse programmatic experiences and, ultimately, translate that work into concrete guidance for LTS implementation and design. We present a framework for the suite of key LTS aptitudes and skills yielded by our collaborative approach, and ground these recommendations in clear, real-world examples. We apply our framework to the creation of an open-access curricular database rich with training details, and link this database to an interactive network map focused on sharing programmatic designs. Together, our process and products transform many disparate components into a more comprehensive and accessible understanding of what we as LTS professionals do, with a view to helping others who are looking to do the same for the next generation of sustainability leaders. more »« less
In the last decade, postsecondary institutions have seen a notable increase in makerspaces on their campuses and the integration of these spaces into engineering programs. Yet research into the efficacy of university-based makerspaces is sparse. We contribute to this nascent body of research in reporting on findings from a phenomenological study on the perceptions of faculty, staff, and students concerning six university-based makerspaces in the United States. We discuss the findings using a framework of heterogeneous engineering (integration of the social and technical aspects of engineering practice). Various physical, climate, and programmatic features of makerspaces were read as affordances for students’ development of engineering practices and their continued participation and persistence in engineering. We discuss the potential of makerspaces in helping students develop knowledge, skills, and proclivities that may support their attending to especially wicked societal problems, such as issues of sustainability. We offer implications for makerspace administrators, engineering program leaders, faculty, and staff, as well as those developing and delivering professional development for faculty and staff, to better incorporate makerspaces into the university engineering curriculum.
What responsibility do faculty leaders have to understand the ethics frameworks of their faculty colleagues? To what extent do leaders have capacity to enact that responsibility, given constraints on curricular space, expertise, basic communication skills, and the political climate? The landscape of disciplinary ethics frameworks, or the value content and structured experiences that shape professional development and disciplinary enculturation, reaches wide across the curriculum and deep into the discipline [1][2][3]. This landscape might include frameworks ranging from accrediting bodies and institutional compliance structures to state and national laws and departmental cultures. Coupled to the diversity of specializations within a single discipline, this landscape is richly complex. Yet, faculty leaders play important roles in shaping departmental and programmatic cultures, which are at least partially informed by the disciplinary value landscape. The objective of this paper is to build on previous work [4] to explore this problem of faculty leader responsibility by contrasting faculty leaders’ perspectives on disciplinary values with the values evidenced by their professional organizations. To evidence this contrast, we compare data from interviews with faculty leaders in departments of biology and computer science at a large metropolitan high research intensive HSI-serving university against data scraped from the websites of professional organizations those leaders reference as ethics frameworks. We analyze both sets of data using content analytics methods to examine qualitative and quantitative differences between them. This comparison is part of a larger institutional study looking at this problem across a wide diversity of disciplines [5]. We find an anticipated disparity between identification of the disciplinary frameworks and their content, opening space for discussion about the impact of national ethics frameworks at the local disciplinary level. But we also find an unanticipated diversity of types of ethics frameworks identified by faculty leaders, demonstrating the complexity of just how value frameworks inform disciplinary enculturation through leadership and training. Based on our findings, we articulate the relationship between responsibility and accountability [6] in the process of values-driven disciplinary enculturation. This work is relevant to ethics in that if ethics frameworks and the values they encode play a role in disciplinary enculturation, and there is a disconnect between faculty leaders perceptions of ethics frameworks and their disciplines explicit communications of their values, then the processes and practices of disciplinary enculturation could be more tightly connected to disciplinary values – resulting in more richly ethical professionals. *note: a version of this abstract is also submitted concurrently as a presentation to the Association of Practical and Professional Ethics (APPE), which does not publish abstracts or proceedings papers. [1] Tuana, Nancy. 2013. “Embedding Philosophers in the Practices of Science: Bringing Humanities to the Sciences.” Synthese 190(11): 1955-1973. [2] West, C. and Chur-Hansen, A. (2004). Ethical Enculturation: The Informal and Hidden Ethics Curricula at an Australian Medical School. Focus on Health Professional Education: a Multi-Disciplinary Journal 6(1): 85-99. [3] Nieusma, D. and Cieminski, M. (2018). Ethics Education as Enculturation: Student Learning of Personal, Social, and Professional Responsibility. 2018 ASEE Annual Conference and Exposition. Paper 23665. [4] Pinkert, L.A., Taylor, L., Beever, J., Kuebler, S.M., Klonoff, E. (2022). Disciplinary Leaders Perceptions of Ethics: An Interview-Based Study of Ethics Frameworks. 2022 ASEE Annual Conference and Exposition. https://peer.asee.org/41614. [5] National Science Foundation, “Award Abstract # 2024296 Institutional Transformation: Intersections of Moral Foundations and Ethics Frameworks in STEM Enculturation.” https://www.nsf.gov/awardsearch/showAward?AWD_ID=2024296, 2020.
Donkor, Benedicta; Collini, Melissa A; Harshman, Jordan
(, Chemistry Education Research and Practice)
This qualitative study investigates the goals and outcomes of the individual programmatic elements within US chemistry doctoral programs, based on faculty perspectives. Forty-six faculty participants were interviewed using an interview protocol that was refined through iterative input and consensus building. Faculty perspectives in this study identifies several programmatic elements—such as research, coursework, lab rotations, candidacy process, and teaching assistantship—and explores the goals and outcomes of each. While the program's structure aims to incorporate essential workforce skills as explicit goals and outcomes, findings indicate that this integration often remains questionable. Further analysis of the goals and outcomes yielded three main insights: there is a misalignment between stated goals and enacted practices, necessitating a holistic reform approach to align goals of programmatic elements with students’ career goals and program goals; the structure of some programmatic elements often causes stress and frustration, highlighting the importance of improved integration and support; significant issues with certainty of the goals and outcomes of programmatic elements were identified, suggesting systemic problems that could lead to ineffective education. Addressing these issues through enhanced clarity, alignment, and practical training is vital for improving the experience of doctoral education in chemistry and better preparing students for their careers. While this study focused on US chemistry doctoral programs, the findings offer a framework for improving doctoral programs by addressing misalignments, unclear goals and outcomes, and the integration of real-world skills, providing insights that are applicable across diverse global educational contexts.
Gallagher, S.; Phillips, A.; Lauchnor, E.; Hohner, A.; Stein, O. R.; Woolard, C. R.; Kirkland, C. M.; Plymesser, K
(, 2023 ASEE annual conference exposition)
Engineering education research and accreditation criteria have for some time emphasized that to adequately prepare engineers to meet 21st century challenges, programs need to move toward an approach that integrates professional knowledge, skills, and real-world experiences throughout the curriculum [1], [2], [3]. An integrated approach allows students to draw connections between different disciplinary content, develop professional skills through practice, and relate their emerging engineering competencies to the problems and communities they care about [4], [5]. Despite the known benefits, the challenges to implementing such major programmatic changes are myriad, including faculty’s limited expertise outside their own disciplinary area of specialization and lack of perspective of professional learning outcomes across the curriculum. In 2020, Montana State University initiated a five-year NSF-funded Revolutionizing Engineering Departments (RED) project to transform its environmental engineering program by replacing traditional topic-focused courses with a newly developed integrated and project-based curriculum (IPBC). The project engages all tenure-track faculty in the environmental engineering program as well as faculty from five external departments in a collaborative, iterative process to define what students should be expected to know and do at the completion of the undergraduate program. In the process, sustainability, professionalism, and systems thinking arose as foundational pillars of the successful environmental engineer and are proposed as three knowledge threads that can be woven throughout environmental engineering curricula. The paper explores the two-year programmatic redesign process and examines how lessons learned through the process can be applied to course development as the team transitions into the implementation phase of the project. Two new integrated project-based learning courses targeting the 1st- and 2nd-year levels will be taught in academic year 2023-2024. The approach described in this work can be utilized by similar programs as a model for bottom-up curriculum development and integration of non-technical content, which will be necessary for educating engineers of the future.
White, K; Hofkamp, K; Donovan, R
(, Association for the Advancement of Computing in Education (AACE))
Cohen, J; Solano, G
(Ed.)
From teaching with technology to teaching through technology: this is an important shift that educator preparation programs must embrace as we continue to develop teachers who can facilitate meaningful learning experiences across a variety of delivery modalities. Drawing on the data from our three-year mixed methods research, the authors describe a programmatic model for preparing teacher candidates to implement digital pedagogy while ensuring that learning opportunities are equitable, accessible, and inclusive of all learners. This paper first identifies the Essential Elements of our critical digital pedagogy model for facilitating learning in hybrid, hyflex, and online environments. Second, we describe how we have integrated these Essential elements across the three phases of our teacher preparation programs, with a particular focus on the two asynchronous online workshops we have integrated into students’ clinical experiences. Third, we identify a set of indicators used to provide feedback to preservice teachers as they demonstrate their critical digital pedagogy during their student teaching semester. We present the research findings that examine how this programmatic approach impacts teacher candidates’ knowledge, skills, and dispositions for transforming teaching and learning through technology. We conclude with a discussion of how the programmatic model and research findings may impact the broader field of teacher education.
Motzer, Nicole, Weller, Aleta Rudeen, Curran, K, Donner, Simon, Heustis, Ronald J., Jordan, Cathy, Krebs, Margaret, Olandar, Lydia, Rowell, Kirsten, Silka, Linda, Wall, Diana H., and York, Abigail. Integrating Programmatic Expertise from across the US and Canada to Model and Guide Leadership Training for Graduate Students in Sustainability. Retrieved from https://par.nsf.gov/biblio/10332090. Sustainability 13.16 Web. doi:10.3390/su13168950.
Motzer, Nicole, Weller, Aleta Rudeen, Curran, K, Donner, Simon, Heustis, Ronald J., Jordan, Cathy, Krebs, Margaret, Olandar, Lydia, Rowell, Kirsten, Silka, Linda, Wall, Diana H., & York, Abigail. Integrating Programmatic Expertise from across the US and Canada to Model and Guide Leadership Training for Graduate Students in Sustainability. Sustainability, 13 (16). Retrieved from https://par.nsf.gov/biblio/10332090. https://doi.org/10.3390/su13168950
Motzer, Nicole, Weller, Aleta Rudeen, Curran, K, Donner, Simon, Heustis, Ronald J., Jordan, Cathy, Krebs, Margaret, Olandar, Lydia, Rowell, Kirsten, Silka, Linda, Wall, Diana H., and York, Abigail.
"Integrating Programmatic Expertise from across the US and Canada to Model and Guide Leadership Training for Graduate Students in Sustainability". Sustainability 13 (16). Country unknown/Code not available. https://doi.org/10.3390/su13168950.https://par.nsf.gov/biblio/10332090.
@article{osti_10332090,
place = {Country unknown/Code not available},
title = {Integrating Programmatic Expertise from across the US and Canada to Model and Guide Leadership Training for Graduate Students in Sustainability},
url = {https://par.nsf.gov/biblio/10332090},
DOI = {10.3390/su13168950},
abstractNote = {It is critical that future sustainability leaders possess the skills and aptitudes needed to tackle increasingly ‘wicked’ challenges. While much has been done to identify this need, inadequate Leadership Training for graduate students in Sustainability (LTS) continues to plague even the most highly-resourced institutions. Collectively, the authors of this paper represent the small yet growing number of LTS programs across the United States and Canada working to close this training gap. In this paper, we describe the integrative approach we took to synthesize our collective knowledge of LTS with our diverse programmatic experiences and, ultimately, translate that work into concrete guidance for LTS implementation and design. We present a framework for the suite of key LTS aptitudes and skills yielded by our collaborative approach, and ground these recommendations in clear, real-world examples. We apply our framework to the creation of an open-access curricular database rich with training details, and link this database to an interactive network map focused on sharing programmatic designs. Together, our process and products transform many disparate components into a more comprehensive and accessible understanding of what we as LTS professionals do, with a view to helping others who are looking to do the same for the next generation of sustainability leaders.},
journal = {Sustainability},
volume = {13},
number = {16},
author = {Motzer, Nicole and Weller, Aleta Rudeen and Curran, K and Donner, Simon and Heustis, Ronald J. and Jordan, Cathy and Krebs, Margaret and Olandar, Lydia and Rowell, Kirsten and Silka, Linda and Wall, Diana H. and York, Abigail},
}
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