[gview file=”https://prospernet.ias.unu.edu/wp-content/uploads/2013/03/Copy-of-ProSPER.Net_Guide_Ver1.xls”]
Framework:
The strategies and actions outlined in the document Agenda 21 on Sustainable Construction (CIB, 1999) illustrates the learning process of continual improvement of sustainable practices in the built environment sector. This course of action (Figure 1) underpins the framework of this Guide for university academics and curriculum developers to integrate sustainability issues and facilitate innovation of sustainability education in built environment disciplines.
The emphasis will be on the learning process of integrating sustainability thinking and practice into the built environment curricula and the key role the professions play in the creation of sustainable built environments. The iterative and continual learning process hinges on addressing the key challenge of building sustainability progress on the local and regional contexts and the academic strengths of higher education institutions rather than on generic approaches.
Structure of the Guide:
The Guide is structured in four sections with a view of facilitating rather than directing change:
Section 1:
A framework, which outlines the priorities in the professional development program; contextualising these priorities and strategies for capacity building for the different stakeholders are presented.
Section 2:
The broad framework established and development of Section 1 provides a rationale for the guiding principles for teaching and learning issues, identifying learning aims and developing learning outcomes; transformative sustainability approaches and methods.
Section 3:
This section provides a template of program and curriculum content, sustainability pedagogies for built environment courses and references and useful references. The outline of themes for the curriculum content and the list of references are not exhaustive but provide a general guidance to curriculum design.
Section 4:
Platform for curriculum dissemination and distribution, best practice models of curricula and case study examples. This section outlines the available knowledge networks for faculty development and provides a platform for reporting and monitoring of progress and evaluation.
Framework:
The strategies and actions outlined in the document Agenda 21 on Sustainable Construction (CIB, 1999) illustrates the learning process of continual improvement of sustainable practices in the built environment sector. This course of action (Figure 1) underpins the framework of this Guide for university academics and curriculum developers to integrate sustainability issues and facilitate innovation of sustainability education in built environment disciplines.
The emphasis will be on the learning process of integrating sustainability thinking and practice into the built environment curricula and the key role the professions play in the creation of sustainable built environments. The iterative and continual learning process hinges on addressing the key challenge of building sustainability progress on the local and regional contexts and the academic strengths of higher education institutions rather than on generic approaches.
Structure of the Guide:
The Guide is structured in four sections with a view of facilitating rather than directing change:
Section 1:
A framework, which outlines the priorities in the professional development program; contextualising these priorities and strategies for capacity building for the different stakeholders are presented.
Section 2:
The broad framework established and development of Section 1 provides a rationale for the guiding principles for teaching and learning issues, identifying learning aims and developing learning outcomes; transformative sustainability approaches and methods.
Section 3:
This section provides a template of program and curriculum content, sustainability pedagogies for built environment courses and references and useful references. The outline of themes for the curriculum content and the list of references are not exhaustive but provide a general guidance to curriculum design.
Section 4:
Platform for curriculum dissemination and distribution, best practice models of curricula and case study examples. This section outlines the available knowledge networks for faculty development and provides a platform for reporting and monitoring of progress and evaluation.