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首页> 外文期刊>Journal of Cleaner Production >Sustainability in science, technology, engineering and mathematics (STEM) programs: Authentic engagement through a community-based approach
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Sustainability in science, technology, engineering and mathematics (STEM) programs: Authentic engagement through a community-based approach

机译：科学，技术，工程和数学（Stew）计划的可持续性：通过基于社区的方法进行真实的参与

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Higher education Science, Technology, Engineering, and Mathematics (STEM) programs currently offer the theoretical knowledge and industry-related competences that seek to prepare STEM graduates to be leaders to meet 21st century demands. In this research, the authors examined the top 20 STEM Higher Education Institutions (HEIs) in the United States with a goal of establishing any obvious nexus between school reputation, sustainability approaches, and community inclusion. The underlying premise rested in the assumption that schools with the highest STEM program reputation are also the leaders in sustainability initiatives and projects in the respective academic and geographical communities. The findings revealed that on-campus efforts mainly focused on environmental actions, while community engagement projects emphasized the social or economic principles of sustainability. Consequently, the lack of synthesis of projects or initiatives that linked all three tenets of sustainability was the identified gap between what students are learning theoretically in the classroom and the subsequent application in the real world. By making these critical connections, STEM HEIs will produce change agents with a more intrinsic perspective on sustainability rather than one that is gained in a piecemeal manner after they enter their respective professions. By utilizing the tenets of the transformative learning theory, the results from this exploratory study will be employed to create a future model for not only teaching sustainability in STEM programs but, by coupling theory with actions, the results will foster engagement that ensures sustainable development is not an objective but an ingrained mindset that is practiced in daily actions. (c) 2020 Elsevier Ltd. All rights reserved.
机译：高等教育科学，技术，工程和数学（Stew）计划目前提供了理论知识和与行业相关的能力，寻求准备茎毕业生成为领导者，以满足21世纪的需求。在这项研究中，作者在美国审查了前20位的高等教育机构（HEIS），其目标是在学校声誉，可持续发展方法和社区包容之间建立任何明显的Nexus。潜在的前提是假设具有最高词干的声誉的学校也是各种学术和地理社区的可持续发展倡议和项目的领导者。结果表明，校园内的努力主要专注于环境行动，而社区参与项目强调可持续性的社会或经济原则。因此，联系了所有三个可持续性的项目或倡议的综合综合是学生在理论上学习的所确定的差距，以及在现实世界中的后续申请。通过制作这些关键联系，Stew Heis将产生更改的代理，在进入各自的职业后，可持续性的更加内在的观点，而不是一种以零碎的方式获得的视角。通过利用转型性学习理论的宗旨，将采用该探索性研究的结果，以创造未来的模型，以便不仅在干预计划中教学可持续性，而且通过耦合理论，结果将促进确保可持续发展的参与不是一个客观，而是一种在日常行动中实行的根深蒂固的心态。 （c）2020 elestvier有限公司保留所有权利。

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