Implementation of sustainability principles in landscape architecture education
An examination of faculty attitudes and course syllabi
Bibliographic Data
| ID | 21720774 |
|---|---|
| Authors | Hye Yeon Park (0009-0002-5918-5524, University of Cincinnati), Carlos V Licon (Utah State University), Jennifer E Givens (0000-0003-3103-9795, Utah State University), Jennifer Givens, Ole Sleipness (Utah State University), Ole Russell Sleipness |
| Year | 2024 |
| Volume | 25 |
| Issue | 8 |
| Pages | 1995-2016 |
| Publication date | 2024-11-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-02-2023-0060 |
| OpenAlex | W4396575636 |
| Language | EN |
| References cited | 23 |
Purpose This study aims to investigate the integration of education for sustainable development (ESD) into landscape architecture (LA) programs in North American universities to understand its benefits and challenges and provide insights into the implementation of sustainability principles, pedagogies and teaching methods. Design/methodology/approach This study analyzed survey data from 128 LA faculty members from 85 Council of Educators in Landscape Architecture member schools. The survey assessed the implementation of sustainability principles, pedagogies, teaching benefits and challenges to integrating sustainability into their courses. To complement the survey data, 62 LA course syllabi were analyzed using a grounded theory approach to identify the topics covered, learning objectives and learning activities. Findings The study revealed that LA programs incorporate sustainability topics in various courses using project-based and interdisciplinary learning approaches. Integrating ESD into LA curricula promotes sustainability literacy, improved understanding of sustainability concepts and the development of sustainability skills. The study also found positive correlations between teaching methods, the enhancement of sustainability literacy and the development of design and planning skills. Originality/value This research examined the effects of teaching methods on student learning outcomes and the challenges instructors faced, providing practical insights into the integration of ESD in LA education. It offers recommendations to enhance the ESD knowledge of future LA practitioners, considering the inclusion of ESD as a core value of the standard by the Landscape Architectural Accreditation Board
Civil engineering · Engineering ethics · Environmental education · Landscape architecture · Pedagogy · Sociology · Sustainability · Syllabus · Design Education and Practice · Engineering · Environmental Education and Sustainability · Psychology · Sustainability in Higher Education · Ecology
Envisioning sustainability three-dimensionally
The future we want
Charting students’ exposure to promising practices of teaching about sustainability across the higher education curriculum
Assessing the culture of teaching and learning through a syllabus review
Toward designing sustainability education programs
Student teachers' learning about subject matter and pedagogy in education for sustainable development
A Model for Interdisciplinary Collaboration
What in the world is curriculum theory
| Highly cited | No |
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