SusPed_WrkshpSurveys_QuantDataTables.xlsx

This research examines a professional development workshop aimed at training faculty to implement transformational learning approaches for teaching sustainability-related content. The small-scale, exploratory study used data from surveys and focus groups to analyze how faculty planned and implemented the Burns Model of Sustainability Pedagogy in at least one course post-workshop. Findings revealed a shift in participants' pedagogical approaches towards problem-based learning, role play, and simulations, and away from didactic lectures. Participants highlighted the model’s potential to enhance learners' sense of place, illuminate complex problem interconnections, develop critical thinking skills, and question power dynamics. Implementation challenges included time constraints, the need for faculty support, and assistance in developing place-based, project-based, and experiential learning experiences. Despite a strong inclination to integrate the model's components, synthesizing the dimensions at once proved challenging for participants. The study underscores the necessity for incremental implementation and long-term institutional support to effectively adopt sustainability pedagogy in higher education.