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Overview
The path to a more sustainable future requires that learners engage deeply with sustainability-related issues and utilize their knowledge, skills, values and attitudes to become change-makers (Burns, 2015; Miller et al., 2011; Orr, 2004; UNESCO, 2017). To uphold their commitments to preparing future leaders and integrating sustainability, institutions of higher education need to advance the fundamental shift from transmissive to transformative learning approaches within the curricula (Burns, 2015; Miller et al., 2011; Orr, 2004; UNESCO, 2017) To achieve this shift, faculty will need to trained on novel ways to develop transformative approaches that are student-centered, action-orientated, and provide learners with opportunities to critically examine their worldviews (Burns, 2013; Miller et al., 2011; Orr, 2004; UNESCO, 2017)
Purpose
The purpose of this research study is to examine the efficacy of a professional development training designed to introduce faculty to the five dimensions of the Burns Model of Sustainability Pedagogy.
The Burns Model of Sustainability Pedagogy is a practical and adaptable model for course design (Burns, 2013, 2015). The model synthesizes prominent learning theories and is designed for teaching sustainability-related content to undergraduate and graduate students. The fundamental goal of the model is to develop learning experiences that give learners the support needed to transform their knowledge, skills, attitudes, and values to make positive changes (Burns et al., 2015, 2019).
Structure
The study consists of two phases. Participation in phase one does not necessitate participation in phase Two. However, attending the virtual workshop sessions is a required component of the study.
A detailed schedule and expected time commitments can be found here.
About the Researcher
About the Researcher
My name is Jason Slipp and I am currently working towards my Ph.D. at Lehigh University in Bethlehem, PA. I've been working as an instructional designer in industry and higher education for over 20 years.
In 1999 I graduated from Kutztown University in Pennsylvania with a degree in Psychology. Rather than focus on the clinical aspect of the field, I gravitated towards Industrial Organizational Psychology and received an internship with a training and development team that introduced me to learning experience and design.
In 2001, at my first instructional design job, I built online training and development programs (deployed on CDs - yikes!) for employees.
In 2003 I received my master's degree from Chestnut Hill College in Philadelphia, PA in Instructional Design which helped land me a staff position at Lehigh University in Bethlehem, PA. During my time at Lehigh I worked closely with faculty to design and develop courses in a myriad of formats and modalities. I was also lucky to be part of many sustainability-related activities around campus including early "sustainability across the curriculum" endeavors.
In 2019, I was accepted into Lehigh's College of Education's Teaching, Learning, and Technology doctoral program. My research focuses on the intersection of pedagogy, sustainability, and adult learning. My expected date of program completion is fall of 2024.
In 2021, I decided to leave higher education and go back to industry to work for an e-learning company. I now get to work closely with faculty from all over the world. Best of all, I also get to develop courses and programs that focus on sustainability!
Please visit my LinkedIn page to connect or find out more about me - https://www.linkedin.com/in/jason-slipp/
Also, feel free to email me: jqs7@lehigh.edu
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