WEDNESDAY, JUNE 26
Prospectus Presentations 2-3 p.m.
CPS 233 – Dr. Redman’s Room A CASE STUDY IN K-12 SUSTAINABILITY EDUCATION PROGRAMMING Frank Barros
The purpose of this mixed methods case study is to develop an education program, with curricular goals linked to sustainability competencies and co-curricular goals linked to the SDGs, that impacts the professional action competence in faculty and motivates students to act on the SDGs. MEASURING SELF-PERCEIVED ACTION COMPETENCE FOR TEACHING SUSTAINABILITY: A STUDY OF INTERNATIONAL EDUCATORS TEACHING IN INTERNATIONAL BACCALAUREATE (IB) SCHOOLS Jenny Mitchell This study is to identify the self-perceived action competence of international educators. The study focuses on educators teaching in International Baccalaureate (IB) schools, where there is often a great deal of focus on sustainability in education. The research is intended to discover strengths and barriers educators have within the three areas of action competence: knowledge, willingness, and confidence as they incorporate sustainability into their teaching. ADDRESSING STRUCTURAL INEQUALITIES IN COLLEGE ADMISSIONS WITH CHOICE ARCHITECTURE Ben Nusz College admissions and enrollment data continue to demonstrate that equity gaps remain. There are many behavioral barriers, both real and perceived, to college enrollment. Altering choice architecture may influence some of these outcomes. One manner in which choices can be influenced is through changing the default selection. Direct admissions into an institution alters the default pathway. Because equity gaps are a product of larger social constructions and not just of structural barriers, it is unlikely that direct admissions will close equity gaps. Direct admissions may also illustrate an increase of enrollments for all populations, not just marginalized groups.
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SUMMER RESIDENCY 2024
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