The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Группа авторов

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СКАЧАТЬ A.L., Vaz, H., and Menezes, I. (2021a). The activist craft: learning processes and outcomes of professional activism. Adult Education Quarterly 71 (3): 211–231.

      22 Costa, A.L., Vaz, H., and Menezes, I. (2021b). Exploring the meanings of professional activism. Community Development 52 (2): 244–261.

      23 Cotton, D., Winter, J., and Bailey, I. (2013). Researching the hidden curriculum: intentional and unintended messages. Journal of Geography in Higher Education 37 (2): 192–203.

      24 Cotton, D., Shiel, C., and Paço, A. (2016). Energy saving on campus: a comparison of students’ attitudes and reported behaviours in the UK and Portugal. Journal of Cleaner Production 129: 586–595.

      25 Cotton, D., Bailey, J., and Tosdevin, M. (2020). Higher education and the climate emergency: exploring the hidden curriculum of the campus. In: The Hidden Curriculum of Higher Education (ed. T. Hinchcliffe), 29–40. AdvanceHE.

      26 Covitt, B. (2002). Motivating environmentally responsible behavior through service‐learning. In: Advances in Service‐Learning Research, vol. 2 (ed. S.H. Billig and A. Furco), 177–197. Age Publishing.

      27 Crump, J.R. (2002). Learning by doing: implementing community service‐based learning. Journal of Geography 101 (4): 144–152.

      28 Dagiliūtė, R., Liobikienė, G., and Minelgaitė, A. (2018). Sustainability at universities: Students' perceptions from Green and Non‐Green universities. Journal of Cleaner Production 181: 473–482.

      29 Drayson, R., Bone, E., Agombar, J., and Kemp, S. (2014). Student attitudes towards and skills for sustainable development. www.heacademy.ac.uk/sites/default/files/resources/student_attitudes_towards_and_skills_for_sustainable_development.pdf (accessed 27 August 2021).

      30 Eagan, K., Stolzenberg, E.B., Bates, A.K. et al. (2015). The American Freshman: National Norms Fall 2015. Los Angeles: Higher Education Research Institute, UCLA.

      31 England, Y.A. and Marcinkowski, T. (2007). Environmental service‐learning programs in Florida high schools and colleges: nature, status and effects as determined by a statewide program census. The Journal of Environmental Education 38 (4): 51–60.

      32 Frisk, E. and Larsen, K. (2011). Educating for sustainability: competencies & practices for transformative action. Journal of Sustainability Education 2: http://www.jsedimensions.org/wordpress/wp‐content/uploads/2011/03/FriskLarson2011.pdf.

      33 Gagnon, J. (2020). Campus activism: understanding engagement, inspiration, and burnout in student experiences. Honors Scholar Theses. 665. https://opencommons.uconn.edu/srhonors_theses/665 (accessed 24 November 2021)

      34 Gibson, R.B. (2006). Beyond the pillars: sustainability assessment as a framework for effective integration of social, economic and ecological considerations in significant decision‐making. Journal of Environmental Assessment Policy and Management 8 (3): 259–280. https://www.worldscientific.com/doi/abs/10.1142/S1464333206002517.

      35 Gorski, P.C. and Chen, C. (2015). “Frayed all over:” the causes and consequences of activist burnout among social justice education activists. Educational Studies 51 (5): 385–405.

      36 Gramatakos, A.L. and Lavau, S. (2019). Informal learning for sustainability in higher education institutions. International Journal of Sustainability in Higher Education 20 (2): 378–392.

      37 Gruenewald, D.A. (2003). Foundations of place: a multidisciplinary framework for place‐conscious education. American Educational Research Journal 40 (3): 619–654.

      38 Haggar, P., Whitmarsh, L., and Skippon, S.M. (2019). Habit discontinuity and student travel mode choice. Transportation Research Part F: Traffic Psychology and Behaviour 64: 1–13.

      39 Hassanain, M.A. (2008). On the performance evaluation of sustainable student housing facilities. Journal of Facilities Management 6 (3): 212–225.

      40 Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of Teaching in Travel & Tourism 6 (1): 17–39.

      41 HM Government (2011). Skills for a green economy: a report on the evidence. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32373/11‐1315‐skills‐for‐a‐green‐economy.pdf (accessed 26 August 2021).

      42 Hobert, T.M. (2010). A Follow Up Study of Eco education's environmental service learning program. PhD thesis. University of Minnesota.

      43 Hopkinson, P., Hughes, P., and Layer, G. (2008). Sustainable graduates: linking formal, informal and campus curricula to embed education for sustainable development in the student learning experience. Environmental Education Research 14 (4): 435–454.

      44 Jackson, P.W. (1968). Life in Classrooms. New York: Holt, Reinhart and Winston.

      45 Keele University (2021). ESC‐10043 module specification. www.keele.ac.uk/catalogue/2020‐21/esc‐10043.htm (accessed 26 August 2021).

      46 Knight Frank Research & UCAS (2020). Student accommodation survey 2020. https://content.knightfrank.com/research/1663/documents/en/knight‐frank‐ucas‐student‐accommodation‐survey‐report‐2020‐6841.pdf (accessed 24 November 2021)

      47 Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice‐Hall.

      48 Kolb, A.Y. and Kolb, D.A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education 1 (1): 7.

      49 Laycock Pedersen, R. (2019). Understanding and managing the impacts of transience in student‐led university food gardens. Doctoral dissertation. Keele University.

      50 Laycock Pedersen, R., Robinson, Z.P., and Surman, E. (2019). Understanding transience and participation in university student‐led food gardens. Sustainability 11 (10): 2788.

      51 Li, X., Tan, H., and Rackes, A. (2015). Carbon footprint analysis of student behavior for a sustainable university campus in China. Journal of Cleaner Production 106: 97–108.

      52 Linder, C., Quaye, S.J., Lange, A.C. et al. (2019). "A student should have the privilege of just being a student": student activism as labor. The Review of Higher Education 42 (5): 37–62.

      53 Liverman, D.M. (2018). Geographic perspectives on development goals: constructive engagements and critical perspectives on the MDGs and the SDGs. Dialogues in Human Geography 8 (2): 168–185.

      54 Ludlow, J. (2010). Ecofeminism and experiential learning: taking the risk of activism seriously. Transformations: The Journal of Inclusive Scholarship and Pedagogy 21 (1): 42–59.

      55 Mahmud, S.N.D. (2017). Engaging head, heart and hands: holistic learning approach for education for sustainable development. International СКАЧАТЬ