Foreword Preface Acknowledgment Section 1Pedagogical Theories and Conceptual Frameworks to Address the Issues of Sustainability Education
Chapter 1Sharing the Load: Developing Capacity for Social Sustainability in Design through Collaboration
Muireann McMahon, University of Limerick, Ireland
Tracy Bhamra, Loughborough University, UK
Chapter 2Incorporating Place-Based Education to Cultivate Watershed Literacy: A Case Study
Nathan Hensley, Auburn University, USA
Chapter 3Sustainability in Photography Can Change the World
Rowena H. Scott, Edith Cowan University, Australia
Chapter 4Integration of Education for Sustainable Development into Formal Secondary Curricula of East Timor
Ana Capelo, University of Aveiro, Portugal
Chapter 5Interdisciplinary Approaches to Sustainable Development in Higher Education: A Case Study
from Croatia
Dunja Anðiæ, University of Rijeka, Croatia
Sanja Tataloviæ Vorkapiæ, University of Rijeka, Croatia
Chapter 6Sustainable Development in Business Education: The Role of Entrepreneurship as Pedagogy
Fernando Lourenço, Institute for Tourism Studies, Macao, China & Manchester Metropolitan University Business School, UK
Natalie Sappleton, Manchester Metropolitan University Business School, UK
Weng Si Lei, Institute for Tourism Studies, Macao, China
Ranis Cheng, University of Sheffield, UK
Chapter 7Integrating Sustainable Design and Systems Thinking throughout an Engineering Curriculum
Robert L. Nagel, James Madison University, USA
Kyle G. Gipson, James Madison University, USA
Adebayo Ogundipe, James Madison University, USA
Chapter 8Learning about the Different Dimensions of Sustainability by Applying the Product Test Method
in Science Classes
Mareike Burmeister, Institute of Science Education, University of Bremen, Germany
Janine von Döhlen, Institute of Science Education, University of Bremen, Germany
Ingo Eilks, Institute of Science Education, University of Bremen, Germany
Chapter 9Communities of Practice (CoP) as a Model for Integrating Sustainability into Higher Education
Sandra Murray, University of Tasmania, Australia
Susan Salter, University of Tasmania, Australia
Section 2Development and Transformation of Sustainable Development Programs: Elementary and Secondary Education
Chapter 10Using Project-Based Learning to Teach Sustainability Issues to Elementary Students
Ingrid Weiland, University of Louisville, USA
Elisa Pokral, Monroe County Indiana Waste Management District, USA
Kristin Cook, Bellarmine University, USA
Chapter 11Pass, Fail, or Incomplete? Analyzing Environmental Education in Nova Scotia′s Sixth Grade Curriculum
Elizabeth Spence, Dalhousie University, Canada
Tarah Wright, Dalhousie University, Canada
Heather Castleden, Dalhousie University, Canada
Chapter 12Learning about Sustainability in a Non-Formal Laboratory Context for Secondary Level
Students: A Module on Climate Change, the Ozone Hole, and Summer Smog
Nicole Garner, Institute for Science Education, University of Bremen, Germany
Maria de Lourdes Lischke, Institute for Science Education, University of Bremen, Germany
Antje Siol, Institute for Environmental Research and Sustainable Technologies, University of Bremen, Germany
Ingo Eilks, Institute for Science Education, University of Bremen, Germany
Chapter 13A System-Wide School-Based Program for Sustainability: Climate Clever Energy Savers
John Buchanan, Centre for Research in Learning and Change, University of Technology, Sydney, Australia
Peter Aubusson, Centre for Research in Learning and Change, University of Technology, Sydney, Australia
Sandy Schuck, Centre for Research in Learning and Change, University of Technology, Sydney, Australia
Chapter 14Teaching Sustainability Competencies to High School Students using Small-Scale
Community-Based Construction Projects
Mehmet E. Ozbek, Colorado State University, USA
Caroline M. Clevenger, Colorado State University, USA
Chapter 15Teaching Sustainability as a Social Issue: Learning from Dialogue in a High School Social
Studies Classroom
Jay M. Shuttleworth, Columbia University, USA
Anand R. Marri, Teachers College, Columbia University, USA & Federal Reserve Bank of New York, USA
Chapter 16Systems Thinking about Severe Storms in Social Studies Education
Thomas Chandler, Columbia University, USA
Margaret Crocco, Michigan State University, USA
Anand R. Marri, Teachers College, Columbia University, USA & Federal Reserve Bank of New York, USA
Section 3Approaches in Higher Education to Teaching and Learning Sustainability and Sustainable Development Concepts
Chapter 17Integrating Sustainability within Higher Education
Angus W. Stewart, Edith Cowan University, Australia
Chapter 18Teaching about Sustainability: Raising Consciousness and Taking Action
Richard Penaskovic, Auburn University, USA
Dennis R. DeVries, Auburn University, USA
Nanette E. Chadwick, Auburn University, USA
Chapter 19Teaching of Sustainability: Higher Education (HE) Case Studies
Sue Haile, Newcastle University, UK
Jarka Glassey, Newcastle University, UK
Chapter 20The Reinvention of an Unremarkable Building through Adaptive Reuse: A Case Study
Deborah Schneiderman, Pratt Institute, USA
Anne L. Carr, HKS Architects, Inc., USA
Chapter 21Sustainability, Ethics and Education: What′s Accounting Got to Do with It?
Tehmina Khan, RMIT University, Australia
Chapter 22Physics of Energy: A Sustainability-Themed University Travel Course
Katrina Hay, Pacific Lutheran University, USA
Chapter 23Green Chemistry: Classroom Implementation of an Educational Board Game Illustrating Environmental Sustainable Development in Chemical Manufacturing
Mike Coffey, Nottingham Trent University, UK
Chapter 24Designing Sustainability Curricula: A Case Following Chemical Engineering Curriculum
Redesign
Madoc Sheehan, James Cook University, Australia
Chapter 25Using Accreditation to Foster Education for Sustainability in Higher Education: The
Implementation of the Peace with Creation Project at Eastern Mennonite University
James Yoder, Eastern Mennonite University, USA
BJ Miller, Eastern Mennonite University, USA
Chapter 26Implementing an Interfaculty Elective ″Sustainable Development″: An Intervention into a University′s Culture between Organized Scientific Rationality and Normative Claim
Renate Hübner, Institute of Intervention Research and Cultural Sustainability, Alpen-Adria University, Austria
Franz Rauch, Institute of Instructional and School Development, Alpen-Adria University, Austria
Mira Dulle, Institute of Instructional and School Development, Alpen-Adria University, Austria
Section 4Contemporary Approaches to Adult Education for Sustainable Development
Chapter 27Analyzing Farmers′ Learning Process in Sustainable Development: The Case of Organic Paddy Farmers in North Sumatra, Indonesia
Diana Chalil, University of Sumatera Utara, Indonesia
Chapter 28Growing PEAS at the Duke Campus Farm: An Analysis of Post-Secondary Sustainable
Agriculture Education Curricula
Damon Cory-Watson, Duke University, USA
Chapter 29Synchronous E-Learning on Rural Sustainability: A Reflection on a Course with Six
Universities across Canada, Mexico, and the United States
Denise M. Golden, Lakehead University, Canada
Alex S. Mayer, Michigan Technological University, USA
Brian E. McLaren, Lakehead University, Canada
Jason E. Dampier, Lakehead University, Canada
Patrick T. Maher, University of Northern British Columbia, Canada
M. A. (Peggy) Smith, Lakehead University, Canada
Mirella Stroink, Lakehead University, Canada
Chapter 30′Growing Oak Trees′ - Education for Sustainable Design: Building a Sustainable Design
Literacy in Undergraduate and Professional Designers
Adam de Eyto, University of Limerick, Ireland
Section 5Education for Sustainable Development: Problems, Prospects and Promise
Chapter 31Are University Lecturers Literate in Sustainability?
Noora Kokkarinen, Liverpool John Moores University, UK
Alison J. Cotgrave, Liverpool John Moores University, UK
Chapter 32Transforming University Curricula towards Sustainability: A Euro-Mediterranean Initiative
Vassilios Makrakis, University of Crete, Greece
Chapter 33Embedding Sustainability Learning: Robustness in Changing Circumstances - Perspectives
from a United Kingdom (UK) Higher Education Institution (HEI)
Ros Taylor, Kingston University, London, UK
Elise Barron, Kingston University, London, UK
Katherine A.T. Eames, Kingston University, London, UK
Chapter 34Efforts to Promote Sustainable Development through Education in Cambodia
Yuto Kitamura, The University of Tokyo, Japan
Chapter 35Digital Textbook in Personal Learning Portfolios: A Case of Interdisciplinary Pedagogical
Innovation for Sustainability
Elena Railean, Academy of Sciences, Republic of Moldova
Chapter 36Intercultural Communication and Sustainable Leadership: The Case of a Joint Master Course
Nelly Kostoulas-Makrakis, University of Crete, Greece
Compilation of References About the Contributors Index