Jordan King
Biographic Data
| ID | 6509697 |
|---|---|
| NAME | Jordan King |
| GIVEN NAMES | Jordan |
| FAMILY NAME | King |
| SIGNATURE | KING J |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0001-8991-6856 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Boundary crossings: Innovating assessment practices in higher education
Purpose Advancing assessment practices represents an underexplored yet integral dimension of further progress for the field of sustainability-related teaching and learning in higher education. This study aims to address this area by seeking to understand the barriers that program leaders and instructors face in advancing assessment practices to identify possible innovations. Design/methodology/approach A conceptual framework centered on boundarie…
Online sustainability education: Purpose, process and implementation for transformative universities
Purpose Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transforma…
Student agency in a sustainability-oriented assessment process: Exploring expansive learning in student-led rubric co-design
Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively …
Exploring the role of intentions and expectations in continuing professional development in sustainability education
Teacher Education for Sustainable Development: A Review of an Emerging Research Field
Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a gro…
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Teacher Education for Sustainable Development: A Review of an Emerging Research Field
Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a gro…
Exploring the role of intentions and expectations in continuing professional development in sustainability education
Online sustainability education: Purpose, process and implementation for transformative universities
Purpose Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transforma…
Student agency in a sustainability-oriented assessment process: Exploring expansive learning in student-led rubric co-design
Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively …
Boundary crossings: Innovating assessment practices in higher education
Purpose Advancing assessment practices represents an underexplored yet integral dimension of further progress for the field of sustainability-related teaching and learning in higher education. This study aims to address this area by seeking to understand the barriers that program leaders and instructors face in advancing assessment practices to identify possible innovations. Design/methodology/approach A conceptual framework centered on boundarie…
Engineering (5 works) · Pedagogy (5 works) · Sociology (5 works) · Sustainability (5 works) · Engineering ethics (4 works) · Political science (4 works) · Computer Science (3 works) · Ecology (3 works) · Environmental education (3 works) · Environmental Education and Sustainability (3 works)